What actually works when it comes to creative history teaching?In this episode of Hey History Teacher, we go inside real classrooms to find out - from songs and dress-ups to protest reenactments, and even stomping on a cardboard box.You’ll hear from experienced primary and secondary school teachers across Australia sharing practical, classroom-tested ideas that bring history to life, like:using songs to help students remember complex contentsharing a colour-coded Scope and Sequence so students can see what’s coming and stay motivated, andsimple, low-prep activities.We ask:What does the research say about creativity and learning?How do you balance creativity with curriculum demands?And where do you start if you’re short on time?You’ll hear how creativity helps students:remember complex contentengage more deeply with difficult historiesand connect emotionally with the pastIf you’ve ever wondered whether creative teaching is “worth it”, or how to be more creative in class, this episode is for you.Resources, Scope and Sequence, and tipsheetTeach like a pirate by Dave BurgessTom Appleby, Convict Boy by Jackie FrenchNanberry: Black Brother White by Jackie FrenchChad Cary’s colour-coded Scope and Sequence Word doc (in Teacher Downloads)Free professional development tipsheet for this episode (in Teacher Downloads)Lyrics of Chad Cary’s Ancient Rome song to the Brady Bunch theme songIt's the story of a man named Cato who was being such a big pain in the butts.He was blocking legislation, with the Optimates, which made the Triumviirs sad.It's the story of a man named Caesar who was rising up through the political ranks.He wanted a triumph and to run for Consul. But he could not do both.Until one day when Caesar called Pompey and Crassus.And said, "Hey boys, we should all team up!If we decide to pool our resources together."That's the way that they became the First Triumvirate.First Tri um vir ate.......... Tri um vir ate.....That's the way that they became the first Triumvirate!Research mentioned in this episode‍Cole, B., Mooney, M., & Power, A. (2013). Imagination, creativity and intellectual quality. In G. Munns, W. Sawyer, & B. Cole (Eds.), Exemplary teachers of students in poverty (pp. 123-135). Routledge. In Golledge,C . (2026) Inside the History Classroom: Portraits of Exemplary Teaching Practice Routledge.Manaf, Abdul & Dewanti, Sintha & Mam, Socheath & Susetyawati, Endang & Ernawati, Ika. (2022). Is there a correlation between creativity and learning achievement? A meta-analysis study. REID (Research and Evaluation in Education). 8. 78-89. 10.21831/reid.v8i1.51493.Baartman LKJ and Prins FJ (2018) Transparency or Stimulating Meaningfulness and Self-Regulation? A Case Study About a Programmatic Approach to Transparency of Assessment Criteria. Front. Educ. 3:104. doi: 10.3389/feduc.2018.00104VoicesEducators: Chad Cary (New South Wales), Catherine Baron (Western Australia), David Boon (Tasmania), Christine Abadier (New South Wales), Paul Foley (South Australia), Natalie Fong (Queensland), and Megan Tucker (South Australia).Host: Professor Anna ClarkCreditsHey History Teacher! is supported by the History Teachers Association of NSW.Executive Producer is Professor Anna Clark.Producer is Jane Curtis at UTS Impact Studios.Sound engineering by John Jacobs.Made on Gadigal Country in Sydney Australia.