|
Year 1 |
Units |
Teaching
Activity |
Resources &
NC Guidance |
Unit
1
How are our toys different from
those in the past? |
This unit looks at similarities and differences
between toys today and toys in the past. It introduces children
to the concepts of 'old' and 'new', and encourages them to think
about the changes in their own lives and in those of their family
or adults around them. The approach used in this unit could be
applied to the study of other everyday things from the past, eg
clothes, games . It provides a wide range of opportunities
for children to develop their speaking and listening skills. |
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Pictures of toys for
children to discuss. Use on screen or print off for sorting/ordering.
A selection of old toys |
ICT Coverage:
|
Children to look at 2 toys, one old and one new.
Look at similarities and differences. Use Word or Talking First
Word to create labels for each toy. |
ICT Coverage:
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If unable to visit a toy museum, could show class
a web-site for a toy museum. |
ICT Coverage:
|
| Pictures of steam engines, wind up toys, collectable
tin toys etc. Not sites for the children but useful for pictures
of old toys. |
|
Find pictures and info on lots of teddy bears
and why these bears are named Teddy. |
|
Unit
2
What were homes like a long time
ago? |
Show the children pictures of different sorts
of homes. Which are like your home? Which are different?
Encourage them to talk about homes they are familiar with. Why
do people live in different sorts of homes? Select children
to place the correct labels on the pictures of different types
of homes. |
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Pictures of homes for children to discuss. Use
on screen or print off. |
|
Use digital camera when on local walk. Photos
can be viewed straight away when back in school. |
Floppy-disk based digital
camera, eg Sony ‘Mavica’.
ICT Coverage:
|
Use a Clicker4 Talking Book which is designed
to provide access to information about different types of homes,
new and old. This is complimented by 6 sets of word grids which
will enable children to recount what has been read or to write
about what they have discussed. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website) |
Web page giving lesson
plans, worksheets/resources and information for this QCA unit.
This is now a free subscription site.
Instead of homes focus on shops and what
they were like a long time ago. Website written for KS 1 |
|
Year 1/2 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit
3
What were seaside holidays like
in the past? |
This unit compares seaside holidays in the recent
past with those taken a long time ago. Children will develop an
understanding of chronology and an ability to ask and answer questions
about different sources of information. The unit could be developed
further by visiting a seaside resort and its local museum. |
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Collection of seaside photographs showing different
eras. Use on screen to discuss or print to sort/order. |
ICT Coverage:
|
Look at some images from seaside resorts and a
fill in a sheet about each. |
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Look at an aspect of seaside holidays that is
the same as long ago- Punch and Judy. Punch and Judy web-site
has lots of information for teachers. Excellent then & now
pictures in ‘PUNCH IN PICTURES’ section. |
|
| Use Clicker4 grids to
support this unit. From this site you can download a talking book
which is designed to provide access to information about seaside
holidays, both modern and those from the past. This is complimented
by sets of word grids which will enable the children write about
what they have read.
There is a timeline designed to be used
as a forum for discussion with a class and would be particularly
effective on an interactive whiteboard. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
|
| Compare holidays in Felixstowe past and present,
clearly presented site, an excellent resource. |
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| Information about the seaside town of Cromer
from the 1800’s – 1900’s. |
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| Find out all about the bathing machine. |
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Following on from looking at pictures or photographs
of seaside holidays today and in the past, use a simple painting
program, create a picture of seaside holiday. |
ICT Coverage:
|
|
Year 2 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit
4
Why do we remember Florence Nightingale? |
This unit looks at the
life of Florence Nightingale, why she went to the Crimea, and
what happened as a result of her work.
The approach could also suit the study
of other famous people, eg George Stephenson, Grace Darling,
Tutankhamen, Rosa Parks, Pocahontas, Mary Secole. |
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The Florence Nightingale
story
Clip-art and pictures could be inserted
into children's own work |
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Snaith School has produced some pages on the Victorians. |
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Clothing Florence Nightingale would have worn
in Victorian times. |
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Click and drag a set of sentences in order to
show her life. Word document. 3 ability levels & lesson plan. |
ICT Coverage:
|
Use a powerpoint presentation of Florence Nightingale
suitable for whole class or individual use. |
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This unlikely source - Country Joe McDonald's
tribute to Florence Nightingale - is one of the best sites on
the subject, with well illustrated chronological details of Nightingale's
life. See also links to more details of the Crimean war including
a good map of where the Crimea is. |
ICT Coverage:
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| Use this site for detailed information about
Florence Nightingale. |
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| Look at a lesson that has used original documents
as its sources- good links and tasks. |
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Florence Nightingales ' notes on nursing , showing
how she changed the conditions the patients were kept in. Good
resource for teachers. |
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Visit the National Army museum. |
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Use a Clicker4 talking book designed to provide
access to information about the major events in Florence Nightingale's
life. This is complimented by two sets of word grids which will
enable the children recount the story of Florence Nightingale. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
|
You may wish to focus
on other famous people , this site gives you information on alternative
people you could study for this unit.
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Information about Mary Seacoles life. |
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Unit
5
How do we know about the Great
Fire of London? |
This unit links an important
event beyond living memory in British history, the Great Fire
of London, with a famous person, Samuel Pepys. Children develop
their sense of chronology and consider why the Great Fire happened;
its results; and the different ways it is represented.
The approach could also suit the study
of other famous events, eg defeat of the Spanish Armada, the
Gunpowder Plot, Coronation Day, Armistice Day. |
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Read from newspaper report
about fire.
Much of London disappeared
in the Great Fire of 1666. This site from Channel 4 tells the
story of the fire and what happened as a result.
Using a paint program, create a picture
showing something important that they have learnt about the fire. |
ICT Coverage:
|
Information about Samuel
Pepys.
Portrait of Samuel Pepys & CharlesII. |
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Information about the
Great Fire of London
Panorama of London skyline before and after
the fire |
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Fire fighting in 1666
News report - great for PowerPoint use. |
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Watch London burn - with sound. |
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Use a Clicker4 Talking Book which is designed
to provide access to information about the Great Fire of London.
This is complimented by a sets of word grids which will enable
children to recount what has been read or to write about what
they have discussed. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
|
Look in Collections on Living Library, good links
and resources |
|
|
Year 3/4 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit
6 a
Why have people invaded and settled
in Britain in the past? A Roman case study. |
In this unit, children are introduced to the idea
that people from other societies have been coming to settle in
Britain for a long time. They consider the effects of the invasion
and settlement of the Romans on Britain. There is emphasis on
historical enquiry using artefacts and Roman sites and interpretations
of history. |
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Written at three different levels, this site is
great for studying the Romans in Britain as it has loads of information
on all aspects of Roman life. |
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Interactive book telling the story of the Romans
invasion of Britain from Caesars point of view. |
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Web-site constructed by children about the Romans
in Britain. Easy to read and navigate. Includes fascinating facts
and quiz. |
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BBC Romans web-site aimed
at KS2. Packed full of information and activities. An excellent
resource.
Worksheets to print about Roman life. |
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Information about Roman
Gods. The site looks at the origins of the names of the months
and days of the week.
A lively, colourfully
illustrated account of Queen Boudicca's revolt against the Romans.
Create the front page of a Roman of Newspaper
in which the main story is Boudicca's revolt. |
ICT Coverage:
|
The site is illustrated
with artefacts from the Hunterian Museum and looks at Roman Scotland;
the way of life in this outpost of an Empire.
Discover why the Roman Emperor Hadrian
had a wall built in Britain. Find out about how the wall was built
and the Roman soldiers who controlled the movement of people who
lived nearby. |
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Web page giving lesson plans, worksheets/resources
and information for this QCA unit. This is now a free subscription
site. |
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Based on real-life excavations during the 80's
in Sandy, this stimulating introduction to the use of archaeology
for children aged approximately 9 to 11 years gives them a chance
to investigate evidence of Roman Life there nearly 2000 years
ago. |
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Use this site to explore
a Roman City and its superb remains
Search this site for artefacts and local
information. |
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| A set of Clicker Grids designed to support writing
about Roman life and towns. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
|
Unit
6b
Why have people invaded and settled
in Britain in the past? An Anglo-Saxon case study. |
In this unit, children are introduced to the idea
that people from other societies have been coming to settle in
Britain for a long time. Children find out about what was discovered
at Sutton Hoo. By investigating the finds, children learn about
the work of archaeologists and about the culture and way of life
of Anglo-Saxons who settled in Britain. |
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BBC Anglo-Saxon web-site
aimed at KS2. Packed full of information and resources.
Worksheets to print about Anglo-Saxon life. |
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The official Sutton Hoo
web-site, an excellent teacher resource. Has an online tour of
the burial site.
Pictures of Sutton Hoo site and artefacts
found. |
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Written at three different levels, this site has
lots of information on all aspects of Anglo Saxon life. |
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Use this site to explore what everyday life was
like for an Anglo Saxon. |
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| Travel down the Time Tunnel and find yourself
in an Anglo Saxon village. |
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A set of Clicker Grids designed to support writing
about Saxon life. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
|
| Use this museum site to access photographs of
artefacts. |
ICT Coverage:
|
Unit
6c
Why have people invaded and settled
in Britain in the past? A Viking case study. |
In this unit, children
are introduced to the idea that people from other societies have
been coming to Britain for a long time. Children find out how
Viking influence spread through different parts of the world and
how, over a period of years, the Vikings eventually settled in
Britain.
Children will develop their understanding
of chronology, describe and identify reasons for and results of
historical events, situations and changes and consider different
ways the past has been interpreted. |
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Viking web-site produced
by children.
Viking activity worksheets to print. |
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BBC Viking web-site aimed at KS2. Full of information
and activities for teachers and children. |
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Web page giving lesson plans, worksheets/resources
and information for this QCA unit. This is now a free subscription
site. |
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'Walk' through a Viking village? Download lifelike
clips. Find out who the Vikings were and get an idea of the extent
of their travels. Write your name in Runes and learn about their
longships. |
ICT Coverage:
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Launch the Viking Quest game and travel back in
time to 793 AD. Can you build a ship, cross the seas, loot a monastery
and return home safely to claim a prize from your chief? You will
need the Flash plug-in. |
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Teachers' notes, classroom activities and illustrations. |
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Unit
7
Why did Henry VIII marry six times? |
In this unit children find out about the Tudors
through the story of Henry VIII's marriages. They develop their
ability to use written and pictorial sources, ask and answer questions,
give reasons for actions and identify changes. |
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Web-site giving background
information and pictures of Henry VIII and his wives.
Interactive book telling
the story of Henry’s wives.
Produce newspaper articles bringing together
the key points of this unit. Possibly date the paper on the day
after the death of Henry. Give each group a different wife or
marriage to focus on. This activity could be extended by including
advertising or a letters page. |
ICT Coverage:
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This interactive site
looks at who the Tudors were and particularly at Henry VIII and
his six wives. There is also a brief overview of what life was
like in Tudor England.
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ICT Coverage:
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This site has simple access to information about
Henry's six wives. |
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Henry VIII picture enquiry activity sheet to be
completed on the computer and saved/printed. This activity sheet
could be edited, printed and photocopied to complete on paper
but the picture quality would be effected. |
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Web page giving lesson plans, worksheets/resources
and information for this QCA unit. This is now a free subscription
site. |
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Solving problems faced by Henry - Children consider
solutions to problems faced by Henry VIII and then look at Living
Library articles to discover how he resolved them. Download from
WBOL. |
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Use a database of Henry's wives - downloaded from
WBOL. |
ICT Coverage:
|
Unit
8
What were the differences between
the lives of rich and poor people in Tudor times? |
In this unit children learn about the lives of
different types of people living in Tudor times. Children will
find out about the characteristic features of society at a time
in the distant past by asking and answering questions from a range
of different sources of information. There are opportunities to
develop this unit as a local study where there are examples of
Tudor homes or museum collections in the locality. |
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Web site produced by a school about Tudors. |
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Pictures of Tudor people,
Tudor roses and Tudor houses.
Tudor family tree and Tudor word-search
for printing. |
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| Children can find and import portraits of Tudor
monarchs. They then study each image carefully and answer the
questions in the worksheets- download from WBOL. |
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An interactive exhibit on the Tudor period. There
is a timeline of the Tudor monarchs and you can find out about
discoveries and developments of the time. |
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Web page giving lesson plans, worksheets/resources
and information for this QCA unit. Excellent! This is now a free
subscription site. |
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Tudor information leaflet that could be printed
and given to parents for homework support. |
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PowerPoint presentation to show the differences
between the homes of the poor and the rich. Includes images from
Hampton Court Palace. |
ICT Coverage:
|
These Clicker Grids offer support and stimulation
for children to write about Britain and the world in Tudor times. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
|
Unit
9
What was it like for children in
the Second world War? |
In this unit children
find out about the effects of the Second World War on children
in their local area, nationally and internationally. There are
also opportunities to consider the effects of war on children
today.
Children use a range of sources, including
the recollections of people alive at the time. They consider the
reasons for and results of key aspects of the war. |
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Sound clips of memories from evacuees. |
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Selection of pictures to print or use on screen. |
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A wonderful site if you are wanting to find out
how the Second World War affected children's lives. There is information
on rationing, letters from evacuees and you can explore a wartime
home. |
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Imperial War Museum web-site
gives background information and pictures for teachers.
They look at different aspects of the
wartime period. |
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Resources for looking at Anne Frank: web-site,
pictures and background information for teachers. |
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Find out what Scotland was like during the Second
World War by entering this site as an enemy spy. You have to gather
information about the war at home, at school and on the street.
|
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| A site which looks at the impact of the Second
World War at home. With excellent photographs, it describes daily
life for ordinary people, rationing, the role of women, air raids,
life in the shelters, not forgetting the evacuation of children
from London. |
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An eye witness account and a 'snapshot' of the
year 1941 where you can find out what life was like then. |
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The Sainsbury's Virtual Museum contains photographic
and documentary sources from the periods 1869 to 1900, and Second
World War. |
|
Nettlesworth Primary School has produced this
classroom resource about World War II for Key Stage 2 pupils.
Learn about the important figures of the war and about the effects
of the war on daily life, such as rationing. |
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The Home Sweet Home Front website tells the story
of life on the British home front during World War Two. Illustrated
with posters and photographs. |
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An excellent web page made by a school in Scotland
on everyday life during the war. It includes information on gas
masks, the blackout, air raid shelters and the evacuation. The
children have included family recollections. |
|
It may be possible set up an e-mail link with
a person or persons who were children during World War 2. The
children could then then pose questions to this person or persons
about their childhood during the war. Use Grid email. |
ICT Coverage:
|
Unit
10
What can we find out about ancient
Egypt from what has survived? |
In this unit children find out about the way of
life of people living in ancient Egypt from archaeological discoveries.
Children will develop their understanding of characteristic features
of a society; identify the different ways the past is represented;
and use sources of information to make simple observations, inferences
and deductions. |
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|
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Web page giving lesson plans, worksheets/resources
and information for this QCA unit. Excellent! This is a free subscription
site. |
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Web-page where you can translate your name into
hieroglyphics. |
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Scholastic web-page giving lesson ideas and useful
web-links. |
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The British museum’s web-site on ancient
Egypt. Lots of information. Aimed at KS2, with teacher’s
notes. |
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Interactive book about
ancient Egypt.
Images of ancient Egypt and hieroglyphics
to use on screen or print. |
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A masterpiece! You can find out information from
the evidence itself, play the games that the Egyptians played,
find out about the Ancient Egyptians through stories and artefacts.
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Go back in time and find out about the Gods, Pharaohs
and homes. |
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Travel down the Time Tunnel and find yourself
in the Egyptian pyramid. Explore and find the games about this
ancient civilisation. Discover the facts about mummification and
various gods and lots more too. |
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A superb way of find out about mummification.
Play the game and find out how and why the Ancient Egyptians prepared
people for the afterlife. |
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Find out about Ancient Egypt, the Pharaohs, pyramids,
mummies and King Tutankhamen. The site also includes information
about Roman Egypt, Cleopatra and even Egypt today. |
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Free clip art related to Ancient Egypt. You can
find out about writing in hieroglyphs and Gods and Godesses. |
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Information about Tutankhamun, the Sphinx, homes,
climate, transportation, clothing and more. |
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Useful information simply presented on everyday
life in Ancient Egypt. |
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Create a postcard featuring pictures of Ancient
Egypt and hieroglyphics. |
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Create a multimedia presentation to summarise
their findings. Introduce the children to AND and OR searches
and take the opportunity to discuss the authenticity of information
on the web. |
ICT Coverage:
|
|
Year 5/6 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit
11
What was it like for children living
in Victorian Britain? |
In this unit children find out about the lives
of Victorian children, how attitudes towards children changed,
and the people who are remembered for their part in these changes.
Children develop their understanding of the concept of change
and continuity and their sense of period, by looking at the characteristic
features of children's lives in the Victorian period. They build
on their understanding of chronology by locating the Victorian
period within a time framework, and by sequencing changes within
the period. |
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|
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Web page giving lesson
plans, worksheets/resources and information for this QCA unit.
|
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Go back in time to Victorian times and see what
a Victorian home looked like. You can explore the each room and
hear the everyday sounds. Great! |
|
Designed for 9 to 11 year olds, this excellent
site from the BBC has interactive games and worksheets based on
the themes children at work, children at play and children at
school. There are superb learning movies with audio tracks. |
|
This museum which used to be a Ragged School has
a recreated Victorian classroom where children can find out through
role play what it was like to be there. |
|
Nettlesworth Primary School have produced this
site on the Victorians. It has brief information about lots of
Victorian personalities, a section on school life, child labour
and the Industrial Revolution, and family life of the period. |
|
Created to support Key Stage 2 Literacy hour,
this superb site provides a cross-curricular approach to a topic
on Victorians. It would be best used with the Channel 4's Victorian
Diary television programme, but it can be used as a stand-alone
resource. |
|
Channel 4 has created this Shockwave site for
Key Stage 2 children (7 - 11 years of age). It is great. It looks
at Victorian toys and schools, and there is information on Queen
Victoria and her family. Uses Shockwave. |
|
Online investigation into life in Herts in the
1890's. |
|
Find out about Lord Shaftesbury
and Dr Barnardo and how they helped children. Introduce the children
to AND and OR searches and take the opportunity to discuss the
authenticity of information on the web.
Create a multimedia presentation to present
their findings. |
ICT Coverage:
|
The Victorian section on this site includes maps,
documents and census data about Lewisham and the 11 other London
Boroughs, exploring life in London and the pupils' local area
in the 1890s. |
ICT Coverage:
|
Unit
12
How did life change in our locality
in Victorian times? |
In this unit children investigate some of the
ways their local area changed during the Victorian era, and some
of the reasons for those changes. Children use the local area
to explore characteristic features of Victorian times, how the
area changed over time and the reasons for and results of these
changes. Children develop their sense of chronology, and ask and
answer questions, from buildings and other information sources.
|
|
| |
Information relating to life in Victorian England. |
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Information relating
to servants in the Victorian household.
Examples of structure of the day. |
|
You can find out about how rich and poor people
lived in Victorian times and explore the object gallery for things
Victorians used. You will need Quicktime player to see all round
the artefacts. You can ask questions in the 'Ask a Victorian'
section. |
|
Snaith School has produced
some pages on the Victorians which include information about Queen
Victoria, Florence Nightingale, Mary Seacole and schools. You
can listen to some pieces of music written in Victorian times.
|
|
Victorian Britain through the experiences of real
people. Pupils can investigate work and leisure activities in
a Victorian city, factory and school. |
|
Explore the Victorian parlour |
|
Rushey Green Primary School have used data from
the census returns of 1891 to consider how peoples occupations
have changed. |
ICT Coverage:
|
Unit
13
How has life changed in Britain
since 1948? |
In this unit children
learn about the reasons for and results of the changes in British
life since 1948. Children investigate in depth one aspect of change
in British life, eg population structure, popular culture,
work.
They will develop their historical understanding
of the period, including the characteristic features and diversity
of popular culture, make links between changes both within and
across the period, and apply their skills of historical enquiry
to a study of the recent past. |
|
| |
Isle of Wight Education Authority have put together
ideas and resources for this unit. |
|
| Using a local study, here are ideas of how this
unit could be approached. |
|
| This site has a useful picture bank and worksheet
section. |
|
| Tracks the development of car sales since the
1930's, compare car advertisements. |
|
| This unit provides
the ideal opportunity to apply data handling skills to an investigation
of the ways in which Britain has changed since the 1930's.
Create a database to
answer the questions.
There are sample files to use in Information
and Colour Magic. |
ICT Coverage:
|
| Use this site for ideas for interviewing and
collecting your own evidence showing how life has changed. |
ICT Coverage:
|
| Use this timeline to
see key events , also has excellent resource list of sites that
link with this unit.
|
|
| Take a virtual tour of interiors, almshouses
and gardens from Elizabethan to 1990’s, excellent for picture
bank. |
|
| Use the history of football as a starting point
for children to explore the past. |
|
Try the 'Technology at
Home' activity and travel back in time throughout the last century
to see when everyday items first appeared in homes.
|
|
Information put together by the BBC tracing changes
during Queen Victoria’s reign compared with our present
queen. |
|
Unit
14
Who were the ancient Greeks? |
In this unit children find out about the way people
lived in the ancient Greek empire. They use a range of archaeological
and written sources, select and record information and interpret
the past in different ways. |
|
|
|
Web page giving lesson plans, worksheets/resources
and information for this QCA unit. This is a free subscription
site. |
|
Information on the first Olympic games which includes
an interactive cartoon, and also on the life and culture of the
times. There are printable resources. |
|
Travel down a time tunnel and find out about life
in ancient Greece. There are games and information about topics
such as the Olympic Games, Greek Gods, food and drink, childhood
and education and soldiers and warfare |
|
| An AngliaCampus illustrated site about Ancient
Greece. Lots of information on such things as Greek food, clothing,
soldiers, worship, homes and more. |
|
| A site devoted to Gods, heroes, and monsters
of Greek mythology. |
|
| Find out about Hercules, the stories the ancient
Greeks used to tell about his life and about his twelve labours. |
|
| Produced by Manor School clear information. |
|
The activities centre around ancient Greek religion
and help the children investigate who the ancient Greeks worshipped
and why. |
|
Snaith School has produced some pages on Ancient
Greece. |
|
To support writing about characters from Athens
and Sparta. |
Example
clicker grids from the LearningGrids website (please note that
Clicker 4 is required and you have to register free of charge
on the website)
|
Database of Greek Gods, download from WBOL. |
ICT Coverage:
|
Unit
15
How do we use ancient Greek ideas
today? |
In this unit children use their own experience,
particularly of being at school, as a springboard to find out
about the influence that the ancient Greeks continue to have on
our lives. Children use a wide range of sources, including archaeology,
to find out about the ancient Greeks and compare a past society
with society today. |
|
|
|
Go back three and a half thousand years to the
civilisation that flourished in Ancient Greece. |
|
| Use the time tunnel to explore the Ancient Greeks. |
|
| Access the British Museum and its large collections
of resources. |
|
| An introduction to the parts of words we use
from Greek, and a collection of words they are found in. |
|
| You can compare ancient and modern Olympic sports,
tour the site of Olympia as it looks today. |
|
These Clicker Grids are about the origins and
history of the Ancient Greek Olympics. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
|
Ideas we use today in science, astronomy, and
medicine. |
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Web page giving lesson plans, worksheets/resources
and information for this QCA unit. Excellent! This is now a free
subscription site. |
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Unit
16
How can we find out about the Indus
Valley civilisation? |
In this unit children learn about the Indus Valley
civilisation from archaeological sources. Children find out about
the characteristic features of the society and period, through
historical enquiry. The unit structure can be applied to studies
of other non-European societies, eg ancient Egypt, the Aztecs.
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Look at slides showing some aspect of the Harappan
Civilization. A PowerPoint presentation could be made. |
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| This lesson can be used as part of Literacy Hour
to help pupils develop a greater awareness of the difficulties
faced by archaeologists. |
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| Extensive website featuring guidance links, publications
and articles on the Indus Valley. |
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| Historical enquiry lesson with cross curricular
links. |
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Additional Units - Year
2 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit
17
What are we remembering on Remembrance
Day? |
In this unit, children explore an event that has
been commemorated annually for nearly 100 years. Children investigate
the origins of Remembrance Day and how its significance has grown
to incorporate conflicts up to the present day. Children who belong
to service or refugee families may have direct, personal experiences
of recent hostilities, and their schools will need to exercise
sensitivity and discretion in teaching this topic. |
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Information about the
symbolism of the Poppy.
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| A set of Clicker Grids designed as an on-screen
book about Remembrance Day. Also grids to support writing. |
Example clicker grids
from the LearningGrids website (please note that Clicker 4 is
required and you have to register free of charge on the website)
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| Look at the Rememberance day poetry as a stimulus
for the class to create their own. |
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Information about origins of Remembrance Day and
how its significance has grown to incorporate conflicts up to
the present day. |
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Excellent site useful for background information. |
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Additional Units - Year
3/4 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit
18
What was it
like to live here in the past?
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In this unit, children are introduced to an enquiry-based
approach to a local study. It is best to focus on an aspect of
the local community in the immediate locality. It might also be
part of a field visit, particularly a residential field trip.
Children compare two or three periods of time. A house or group
of houses, a shopping street, the school, a workplace, a place
of worship, civic or service buildings, or an historic site such
as a local castle could be selected as the focus of the unit.
It gives opportunity for direct access to historical sources and
is an excellent chance to develop fieldwork and research skills.
The unit also provides an opportunity to consider citizenship
issues such as planning for change, conservation, local identity
and social responsibility. |
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Channel 4 have produced this site on the Great
Plague in England in 1665. It tells the story of the disease and
explains its spread in London and the rest of the country including
Eyam. |
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'Technology at Home' activity and travel back
in time throughout the last century to see when everyday items
first appeared in homes. |
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Dress the women/men in the appropriate clothing.
This BBC site includes information about what they wore in Victorian
and Tudor times. |
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PowerPoint presentations to download plus lesson
plans linking with this unit. |
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This excellent resource shows what The Isle of
Wight looked like half a century ago. |
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Additional Units - Year
5/6 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit 19
What were the effects of Tudor
exploration? |
In this unit children learn about the reasons
for, and results of, exploration of the world by people in the
sixteenth century and its impact on sailors, settlers and indigenous
peoples. Children investigate in depth one of the explorers and
the problems associated with settlement. The framework can also
be used to investigate other explorers and their attempts at settlement
and trade. |
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An interactive exhibit on the Tudor period. There
is a timeline of the Tudor monarchs and you can find out about
discoveries and developments of the time. A good section on Tudor
ships. |
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Resource from the National Maritime Museum on
explorers. It has information on personalities such as Drake and
Cook, as well as information on the Vikings and Spanish Armada. |
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Clearly presented information and exercises for
the children to explore - excellent links to other websites. |
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Information about Drake and the Armada. |
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Additional Units - Year
5/6 |
Units |
Teaching
Activity |
Resources & NC Guidance |
Unit
20
What can we learn about recent
history from studying the life of a famous person? |
In this unit, children
learn about aspects of recent history through the study of the
life of John Lennon as an example of someone who made a significant
impact on popular culture and entertainment, and whose life portrays
some of the key social and cultural changes of the post-war period.
Schools could adapt this unit to focus on another figure who has
made a significant contribution to the recent history of Britain
or the local area. The unit has links with citizenship, in that
it introduces children to the idea of single-issue politics through
a controversial figure from recent history. Links with non-fiction
work in literacy are also strong; in particular this unit is designed
to develop media and information-handling skills.
Children will develop their historical
understanding of the period, including the characteristic features
and diversity of popular culture. They will learn about changes
both within and across the period, and apply their skills of historical
enquiry to a study of the recent past. |
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Use the life of John Lennon as an example of someone
who made a significant impact on popular culture and entertainment.
This is a free subscription site. |
ICT Coverage:
|
| The life of Anne Frank to explore life as it
was then. |
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| Use Living Library and search in Collections
under History for famous people. |
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| British Pathe news to view digital news archives
covering news, sport, social history and entertainment from 1896
– 1970. |
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Use this unit to provide more challenge for the
most able children through the selection of sources provided for
them. |
ICT Coverage:
|
Web page giving lesson plans, worksheets/resources
and information for this QCA unit. This is a free subscription
site. |
|
Snaith School has produced some pages on the Victorians
which include information about Queen Victoria, Florence Nightingale,
Mary Seacole and schools. |
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Florence Nightingale and Samuel Pepys Some information
plus links to a timeline of their lives and further information. |
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| Use a database to look at, sort and search basic
information to answer questions about important figures of the
Victorian era. |
ICT Coverage:
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|
General Web Sites |
Units |
Teaching
Activity |
Resources & NC Guidance |
| |
A range of materials to assist in curriculum planning is available for loan to Hertfordshire teachers at:
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Herts and Beds
Museums: Resource Boxes for Schools |
|
| |
HERTFORDSHIRE ARCHIVES
AND LIBRARY SERVICES (HALS)
Hertfordshire Archives & Local Studies (HALS), based at County
Hall in Hertford, has a wide range of resources to assist in the
teaching of history, geography and local studies. These include
original records of local authorities, schools, manors and estates,
businesses and families etc. in Hertfordshire, as well as printed
and published materials - books, newspapers, maps and photographs
etc.
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Channel 4 have produced
this wonderful site for primary aged children. Topics are matched
to the National Curriculum.
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Preview free of charge 3500 hours of the British
Pathe Film Archive from 1896 to 1970. Fabulous footage on this
searchable site. |
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You will need a free VRML viewer to enjoy these
reconstructions of the past from the BBC, but you can find how
to get one here. See Virtual Reality scenes of London Bridge,
a Viking Farm House, Houseteads Farm on Hadrian's Wall and a World
War 1 trench. |
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| |
Nettlesworth Primary School has put together
these pages on the Aztec Civilisation. They take a look at important
figures such as Montezuma, daily life, and religion and gods of
the time. Useful Key Stage 2 history resource. |
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| |
This site has been included as an example of
how schools in a locality can collaborate on a 'Domesday Archive'
online project with an historical, geographical and environmental
bias. |
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Find the gunpowder kegs before Guy Fawkes lights
the fuse in this game from the BBC. You can also find out about
the plot and what might have happened had it been successful.
You need a Flash plug-in, but if needed you can get this from
the site. |
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Workshops available at St Albans museum. |
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A comprehensive list of museums in Hertfordshire. |
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Posters to buy to support
the units.
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Executable
(*.exe)
External
web links (www)
Information
workshop (iws)
