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Unit outcomes
Pupils who are secure will be able to:
- Order three photographs correctly on a simple timeline.
- Use the terms ‘before’ and ‘after’ when discussing their timelines.
- Talk about three memories and place one of them on a timeline.
- Explain why memories are special and name four events that they celebrate throughout the year.
- Think of three ways they celebrate their birthday.
- Ask a visitor one question about childhood in the past.
- Know a similarity and a difference between childhood now and in the past.
- Add three ideas to a time capsule about themselves.
- Use key vocabulary to compare the present, the past and possible changes in the future.
Suggested prior learning
Adventures through time
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Lessons
Lesson 1: What is my history?
Lesson 2: How can I find out more about myself?
Lesson 3: How are special events remembered?
Lesson 4: What was it like for children in the past?
Lesson 5: What have I learnt about childhood in the past?
Lesson 6: How am I making history?
Optional Remembrance lesson: What does the poppy mean and why do people wear it?
Key skills
- Sequencing three or four
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Key knowledge
- To know
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Key vocabulary
change
different
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Equipment list
Equipment needed across all lessons in this unit.
This list does not include equipment which is usually readily available in the classroom (e.g pencils, A4 paper etc)
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Full equipment list for the subject
Quantities marked × will update. Items without quantities are unaffected
- Ask parents to email two photographs of the children or send in photographs (as a baby, on their first day of school, or any other life events such as getting a new pet) and send in any medals, tickets or anything that reminds the children of a special memory. ×1
- A collection of additional photographs of key events in Year 1 so far (this could be a recent photograph and one from earlier in Year 1). ×1
- Pegs 10
- String
- One shoebox or one for each child. ×1
- Sticky notes
-
Container suitable to store items such as a large jar or bottle.
×1 -
Items for a time capsule e.g. coins, newspapers, and school photographs etc.
×8
The equipment below is optional
- An example memory box with photographs or other memories to show the children ×1
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Related content
Unit resources
Knowledge organiser – History Y1: How am I making history?
Aimed at pupils, a single page document that gives key facts and definitions from the 'How am I making history?'…
Vocabulary display – History Y1: How am I making history?
A display version of the key vocabulary from the 'How am I making history?' Year 1 unit.
Subject resources
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Cross-curricular opportunities
RSE & PSHE
‘Pupils should know:
- that families are important for children growing up because they can give love, security and stability.’
See PSHE Association guidance.
Art and design
‘Pupils should be taught:
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.’
See National curriculum - Art and design key stages 1 to 2.
Mathematics
‘Pupils should be taught to:
- recognise and use language relating to dates, including days of the week, weeks, months and years.’
See National curriculum - Mathematics key stages 1 to 2.
English
‘Pupils should be taught to:
- ask relevant questions to extend their understanding and knowledge.’
See National curriculum - English key stages 1 to 2.
British values: Tolerance of different faiths and beliefs.
Build on the learning
How have toys changed?
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