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
Y1/2 (B): What is history?
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Lessons
Y1/2 (B): Lesson 1: Were schools different in the past?
Y1/2 (B): Lesson 2: How have schools changed within living memory?
Y1/2 (B): Lesson 3: How were schools different in the 1900s?
Y1/2 (B): Lesson 4: How have schools changed?
Y1/2 (B): Lesson 5: What is similar and different about schools now and in the past?
Y1/2 (B): Lesson 6: Would you prefer to have gone to school in the past?
Key skills
- Sequencing up to six
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Key knowledge
To know that:
- A decade
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Key vocabulary
beyond living memory
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
- Photographs of your school or local schools in the 1960s if possible, inside and out. ×8
- Photographs of life locally showing clothes, homes and transport. ×8
- Sources from the 1960s relating to school life include a school log book, registers, HMI reports, and an old map of the local area. ×8
- Photographs of your school or local schools in the 1900s if possible, inside and out ×8
-
Sources from the 1900s relating to school life include a school log book, registers and HMI reports
×1 -
An old map of the local area
×1 -
Modern map of local area
×1 - Sticky notes
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Related content
Unit resources
Knowledge organiser – History Y1/2 (B): How was school different in the past?
Aimed at pupils, two pages providing key facts and definitions from the ‘How was school different in the past?’ unit.
Vocabulary display – History Y1/2 (B): How was school different in the past?
A display version of the key vocabulary from the 'How was school different in the past?' unit.
Subject resources
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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.
Build on the learning
Y1/2 (B): What is a monarch?
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