1. History – Year 1 session 1

2. What to expect- the resource pack
Session 1 Historical Concepts
Session 2 Planning Chronology
Session 3 Literacy and History
Semester 2
History day- record office, ICT, artefacts and pictures; Hampshire Wardrobe/drama, assessment. See resource booklet nb grouping.

3. Optional tasks
For next week to address concepts of Chronology and significance
Read pages one and two of the booklet then put the following in order ( you may need to do a little research bbc.co.uk/history can help
Battle of Hastings, death of Thomas a Becket, Magna Carta , Battle of Culloden , Great Exhibition, Caxton’s printing press, The Spanish Armada
Then consider which event is the most significant- we will discuss next week

4. Aims of session(s)
We hope each session will allow you to learn something new about an historical event
Give you ideas and ( transferable) methods for teaching history
Get you joining in, increase enjoyment and expertise
Be clear on the History Foundation programme organisation
Introduce your booklet
Understand requirement of History in the National curriculum

5. The History Curriculum
Methodology
How?
Concepts
Knowledge Skills
and understanding
Content
What?
Breadth of Study
Communication
Making meaning

6. Content provides context for Concepts
See booklet p 5 for
Concepts
Chronological understanding (– time periods and characteristics)
Knowledge of events people and changes ( change and continuity) ( cause and consequence)
Historical interpretation ( Bias point of view)
Historical enquiry ( methodology use of evidence)
Organisation and communication- making meaning, creative outcomes
Nb NC Key skills
See booklet p4
KS 1 and KS 2 Content
Breadth of study
Thoughts on Rose Review
and current ( political) situation

7. Context - the Titanic
KS2-KU 4 Historical Enquiry- (finding out the past from a range of sources) ( local relevance too)
2/3 brainstorm what you know about the Titanic
Now sort /list sources of evidence for this (primary , secondary , interpretations)
History is based on surviving evidence…implications, bias, missing voices..2b diversity???

8. Knowledge of Characteristic features of a period KS2-KU 2a
This is a significant concept and relates to Chronology – more next week
Key question Why was the Titanic special?
Look at first two pages of your pack ( nb more sources for children) for evidence
( nb authenticity)
Think of a slogan for an advertisement for the Titanic- what else would you say in the ad?- Compare with sources

9. Q2 What was life like on the Titanic?
Sort the pictures on pages 3 and 4 of your packs into first , second, and third class and say what the pictures show…..
Activity ideas for children: write a post card home / send a telegraph message about life on the Titanic from point of view of 1st , 2nd , 3rd class passenger

10. KS1&2-KU 1 Chronology ( more next week )
Teaching idea sequence images re the sinking in order ..page 5 ( The Sphere page) you have thirty seconds…
Chronology of the sinking of the Titanic April listening activity at your level

11. KS1&2 - KU 3 Historical Interpretation
History exists in the form it does because Historians ask questions and interrogate available/surviving evidence- they then tell their own story or narrative according to the way they see the evidence.
1) Can sources be relied upon see p 7 – what do you notice?
2) New evidence can change our view of History
3) Powerful people shape and influence History
4) Evidence can be selective
5) Historians have to make decisions and form a view based on contradicting sources.

12. Knowledge, Skills and Understanding 2c
Causes- Enquiry and interpretation
Activity- Why did the ‘Titanic sink with such a great loss of life?
Consequences- What happened as a result?
Remember all this is about real people see last page of pack
Finally do remember to have a go at the timeline activity- we will pick this up next week.