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Chronology• A map of time- a conceptual frame to organise
thinking about the past• Lots of it – ‘history’ relatively recent• Imagine…• Palaeolithic 650,000 BC, Mesolithic 10,500 BC, Neolithic 5,000 BC• Bronze age 2,500 BC-• Conventions for dates BC , AD • Other cultures e.g. Jewish Torah 5770 • Muslim’s start counting from the move of the prophet to Medina
2009 is 141 AH ( AL – Hijra) - also Hindu and Aztec systems
• Children need lots of experiences designed to help with chronology
TIME LINES really help
Ideas for teaching- experience
• Reception – start from present and work back- sequence day, toys: older newer
• When I was a baby – photos, families, language- Once upon a
• Retrograph ( if time)• KSI Time lines - wash days in the past,
sequences of instructions, days of week• Sequence photos of famous people (session
2 pack back page); make a time capsule
KS 2- expectations by the end• Place events people and changes into correct
periods of time and make links between periods ( Ofsted - the weakest link)
• Sequence range of historical pictures (see pictures pack 4)
• Recognise characteristic features ( pack page 3)• Further examples:
– Separate Saxon / Tudor / Victorian picture - and give reasons for the choice
– Spot anachronisms– Understand the duration of minutes hours etc– Understand negative numbers for BC
Chronology task
• World timeline
• Other timelines
Put the 12 smaller pics. into correct chronological order name and date…Optional tasks answers
• What most significant ( counter factuals ..what if?)
Planning process- KS1 model , KS2 process is the same
• Stage I – What NC content ? • see module resource book/handbook p4
KS 1• a) changes in children's lives, family and those around them• b) way of life of different people in more distant past• c) lives of significant men and women• d) past events
• Map to balance coverage of themes - see grid page 7
• NB flexibility to pick content relevant to your children in your area
• NB rough expectation has been 30 hrs per year- but Rose review and emphasis on cross–curricular links may make this more flexible
KS I alternative topic examples
What could you think of
Autumn Spring Summer
YR myself Nursery rhymes
Traditional tales
Y1 Guy Fawkes
Christmas
Beatrix Potter
Seaside
Y2 Titanic
Harvest
Castles Home front
Thinks… • Relevant
• Significant
• Appealing• Blocks and patches of History e.g. mini
topics such as harvest (eg farming through ages, breadmaking etc)
• Stories from the past
• Connections - other subjects, next Key stage etc
Stage 2 adding concepts ( Knowledge Skills and Understanding in NC)
• Focus YR 1• See page 7 in the booklet• remember CONTENT provides the CONTEXT
for the learning and practising of CONCEPTS…
Chronology 1a, links to sense of period 2b cause and effect 2a, using evidence 4a, links to 4b, empathy, bias point of view 3/
Medium Term Plan- See booklet page 8
• Example Grace Darling-Year 1 term two• Look at Key Questions and• Learning Objectives - match to concepts• These headings give pointers as to how we can turn Medium term
plans into successful lessons• Key question ( Enquiry)– always – to give focus • Content needs to appeal and be appropriate for pupils ( inclusion)• Subject knowledge- is it strong enough- have you researched?• Learning Objectives – history related clear to you , to children see
booklet p 5• E.g. KSU 1 may demand sequencing KSU 2d comparing and
contrasting• KSU 3 reasoning and deduction – NB NC key skills• Activities – barriers- challenge- resources- evaluation - assessment
Recommended resources
• These do the KSU - methodologies as well as the content - helps us to teach authentic history
• Hampshire History packs in SRC• http://www.nationalarchives.gov.uk/teachers/• http://www.history.org.uk/resources/primary_res
ources_129.html
• Activity look at Hants Pack e.g.
Short Term planning-
• Why do we think Grace might be famous?• Look at first picture in your pack. What is
Grace doing? What clues are in the picture? What period is it? Collect key words ( relates to Lit Strategy Year 1 term1 predict what a book may be about from its cover)
• What did Grace do that made her famous?• Listen to the story… and come and show
picture at the right point ( sequencing- check individual understanding)
Why did Grace do what she did?
• Collect six possible motives
• Create a profile of Grace by
• Making a portrait• Collecting adjectives to
describe her