Unit outcomes
Pupils with secure understanding will be able to:
- Correctly order and date four photographs on a timeline and add some dates.
- Ask one question about schools in the past.
- Make one comparison between schools in the past and present.
- Use sources to research and develop an understanding of what schools were like 100 years ago.
- Identify three features of a classroom now and a classroom 100 years ago, identifying some similarities and differences.
- Recognise two similarities and two differences between schools now and schools in the past.
- State whether they would have preferred to go to school in the past or not and explain why.
Suggested prior learning
How have toys changed?
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Lessons
Lesson 1: Were schools different in the past?
Lesson 2: How have schools changed within living memory?
Lesson 3: How were schools different in the 1900s?
Lesson 4: How have schools changed?
Lesson 5: What is similar and different about schools now and in the past?
Lesson 6: Would you have preferred to go to school in the past?
Key skills
- Sequencing up to six
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Key knowledge
- To know a decade
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Key vocabulary
past
timeline
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Unit resources
Assessment – History: How was school different in the past?
Assessment – History: How was school different in the past? Assessment resources for this unit. Use
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Knowledge organiser
Knowledge organiser A single-page summary of key information.
Download
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Key vocabulary
Key vocabulary Subject resources
Policy support
Policy support
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History: Long-term plans
A standard and mixed-age version of
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National curriculum mapping
This document shows each of the
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History: Pupil progression of skills
Progression documents showing how skills and
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Mixed-age
Assessment
Assessment A downloadable spreadsheet to record teacher
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Equipment list
Equipment list A list of essential and optional
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Mappingㅤ
This document shows schools how Kapow's
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Cross-curricular opportunities
English
‘Pupils should be taught to:
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- ask relevant questions to extend their understanding and knowledge
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings’
See National curriculum - English key stages 1 to 2.
Geography
‘Pupils should be taught to:
- use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.’
See National Curriculum – Geography key stages 1 to 2.
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.
British values: Rule of law.
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How have children’s lives changed?
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