Scented Stories Past

Overview

In this 45-minute session, Year 2 students will embark on a sensory journey through history using scents linked to significant historical events and daily life in the past. Through smelling and discussing spices and herbs, pupils will develop an understanding of how these natural scents played a role in trade, culture, and everyday life, strengthening their connection between sensory experiences and historical knowledge.

This lesson aligns directly with the National Curriculum for England, focusing on Geography and History curriculum links appropriate for Year 2.

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National Curriculum Links

History

• Pupils should understand changes within living memory and aspects of national life beyond living memory (NC History Year 2: Changes within living memory, significant national events)
• Develop an awareness of the past using everyday senses to connect with historical people and events (NC Historical Enquiry and Interpretation)

Geography

• Use fieldwork and observational skills to study the local area, exploring how different environments can affect human life and trade (NC Geography: Locational knowledge and place knowledge)
• Understand how trade links shaped interactions between places (linked to spice trade history)

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Learning Objectives

By the end of the lesson, pupils will:

• Recognise and name a selection of historical spices and herbs important to British history and trade (e.g., cinnamon, cloves, mint).
• Make connections between sensory experiences (smells) and historical events or daily life in the past.
• Use descriptive language to express how a scent can represent a story from history.
• Understand how scents travel through trade and influence culture and daily living.

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Resources Needed

• Small scent containers (small jars or scent bags) with spices and herbs (e.g., cinnamon sticks, cloves, dried mint, lavender, black pepper, rosemary)
• Story cards illustrating simple historical contexts for each spice/herb (e.g., the spice trade, Victorian kitchens, medieval medicine)
• Worksheet for pupils to draw and write (worksheet with space to draw the spice and write descriptive words or a sentence about its story)
• Large map of the world highlighting historical trade routes relevant to the spices
• Whiteboard and marker
• Hand sanitiser and disposable gloves (if required for hygiene when passing scent materials)

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Lesson Structure

Introduction (5 minutes)

• Starter discussion: Ask pupils where they think spices come from and whether spices were always available in Britain.
• Explain simply that in history, people had to travel far or trade to get special spices and herbs. Introduce the idea that smells can tell stories from the past.

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Main Activity 1: Sensory Exploration (15 minutes)

• Pass around the scented containers one-by-one.
• For each scent:
  • Reveal the name and historical significance using a simple story card.
  • Link to a relevant historical fact (e.g., “Cinnamon was important in the spice trade from Asia during Tudor times!”).
  • Encourage pupils to describe what the spice smells like and how it might have been used in the past (food, medicine, trade).
• Use the large world map to point out origins of spices and the routes they travelled.

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Main Activity 2: Creative Expression (15 minutes)

• Pupils will complete their worksheet by:
  • Drawing their favourite spice/herb.
  • Writing a sentence or two describing its smell and what story they imagine from history based on the scent.
• Teachers circulate, supporting spelling and encouraging vivid descriptive language.

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Plenary (7 minutes)

• Invite a few pupils to share their drawings and stories aloud.
• Recap: Ask how using smells helped them understand history better. Discuss how senses can make learning exciting and help us remember information.
• Highlight next lesson’s focus to build anticipation.

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Assessment

• Formative:
  • Teacher observes pupils’ engagement with scents and their ability to link smells to historical stories during the main activity.
  • Pupils’ written descriptive sentences assessed for basic sentence structure and historical understanding.
• Success Criteria:
  • Correct identification or naming of at least 2 spices/herbs.
  • Clear link made between a scent and a historical event or usage.
  • Use of sensory vocabulary in description.

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Inclusion and Differentiation

• Provide vocabulary cards with spice/herb names and simple adjectives for pupils needing support with spelling.
• Pupils with sensory sensitivities can be given alternative roles (e.g., map navigator, story reader).
• Encouragement of group work for social interaction and shared learning.

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Teacher Reflection Prompts

• Were pupils engaged and curious about the sensory experiences?
• Did pupils make historic connections beyond simply naming the scents?
• How might you extend sensory learning in the remaining unit lessons?
• Could additional stories or artefacts enrich this sensory-historical link further?

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End note:
This innovative lesson encourages multi-sensory learning, fostering deeper historical understanding through meaningful engagement with the senses, aligned with national curriculum expectations for History and Geography in Year 2.