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NATIONAL CURRICULUM
Knowledge, skills and understandng
Chronological understanding
1. Pupils should be taught to:
a) place events, people and changes into correct periods
of time
b) use dates and vocabulary relating to the passing
of time, including ancient, modern, BC, AD, century
and decade.
Knowledge and understanding
of events, people and changes in the past
2. Pupils should be taught:
a) about characteristic features of the periods and
societies studied, including the ideas, beliefs, attitudes
and experiences of men, women and children in the past
c) to identify and describe reasons for, and results
of, historical events, situations, and changes in the
periods studied
d) to describe and make links between the main events,
situations and changes within and across the different
periods and societies studied.
3. Pupils should be taught to recognise that the past
is represented and interpreted in different ways, and
to give reasons for this.
Historical enquiry
4. Pupils should be taught:
a) how to find out about the events, people and changes
studied from an appropriate range of sources of information,
including ICT-based sources [for example, documents,
printed sources, CD-ROMS, databases, pictures and photographs,
music, artefacts, historic buildings and visits to museums,
galleries and sites]
b) to ask and answer questions, and to select and record
information relevant to the focus of the enquiry.
Organisation and communication
5. Pupils should be taught to:
a) recall, select and organise historical information
b) use dates and historical vocabulary to describe the
periods studied
c) communicate their knowledge and understanding of
history in a variety of ways [for example, drawing,
writing, by using ICT].
Breadth of study
6. During the key stage, pupils should be taught the
Knowledge, skills and understanding through a local
history study, three British history studies, a European
history study and a world history study.
Local history study
7. A study investigating how an aspect in the local
area has changed over a long period of time, or how
the locality was affected by a significant national
or local event or development or by the work of a significant
individual.
[Examples for 7: the local history study
Aspects in the local area that have changed: education;
population movement; houses and housing; religious practices;
treatment of the poor and care of the sick; law and
order; sport and leisure.
British history
8. In their study of British history, pupils should
be taught about:
a) the Romans, Anglo-Saxons and Vikings; Britain and
the wider world in Tudor times; and either Victorian
Britain or Britain since 1930
11 Britain since 1930
b) A study of the impact of the Second World War or
social and technological changes that have taken place
since 1930, on the lives of men, women and children
from different sections of society.
Examples for 11b: Britain since 1930
Impact of the Second World War: the Blitz and evacuation;
rationing; serving in the land army
or the home guard; new technologies such as code breaking;
the Second World War in the local area.
Impact of social and technological changes: the depression;
the introduction of the National Health Service; the
Festival of Britain; immigration and emigration; living
in new towns; fairer working
and living conditions for all; impact of domestic appliances
in the home; radio, cinema, television
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