History BAQTS Foundation session 2 Chronology and planning

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 AutumnSpringSummer YRmyselfNursery rhymes Traditional tales Y1Guy Fawkes Christmas Beatrix Potter Seaside Y2Titanic Harvest CastlesHome 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 ources_129.htmlhttp:// 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

Why is Grace Darling famous? At our level…heroines, Victorian ideas re women, myth making etc Commercial opportunity spotted Patriotic agenda Early death Humble station NB optional task for next week Victorian Collage