The Memory Store

Teachers area

History - Key Stage 2

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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.
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]
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].
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.
British history
8. In their study of British history, pupils should be taught about:
a) either Victorian Britain or Britain since 1930
Victorian Britain or Britain since 1930
11. Teachers can choose between a study of Victorian Britain or Britain since 1930.
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 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.

Examples for 11a: Victorian Britain
Impact of changes to work and transport: the factory system and working life for men, women and children; education in factories and schools; the growth of industrial towns; service in the army, royal navy and merchant navy; ships and seafaring; rail travel, seaside holidays and entertainment; the impact of the railways on the local area; the impact of the building of factories on the local area.
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 and John Logie Baird; car manufacture and Alec Issigonis; developments in aviation by people such as Amy Johnson and Frank Whittle; new technologies; space travel.

 

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