| KS2 History Victorian Britain
11. Victorian Britain
- A study of the impact of significant individuals, events and
changes in work and transport on the lives of men, women and children
from different sections of society.
Knowledge and understanding of events, people and changes in
the past
2. Pupils should be taught:
- about characteristic features of the periods and societies
studied, including the ideas, beliefs, attitudes and experiences
of men, women and children in the past
- about the social, cultural, religious and ethnic diversity
of the societies studied, in Britain and the wider world
- to identify and describe reasons for, and results of, historical
events, situations, and changes in the periods studied
- 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:
- 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]
- to ask and answer questions, and to select and record information
relevant to the focus of the enquiry.
KS1
Historical enquiry
4. Pupils should be taught:
- how to find out about the past from a range of sources of information
[for example, stories, eye-witness accounts, pictures and photographs,
artefacts, historic buildings and visits to museums, galleries
and sites, the use of ICT-based sources]
- to ask and answer questions about the past.
KS3 History
Britain 1750-1900
10. A study of how expansion of trade and colonisation, industrialisation
and political changes affected the United Kingdom, including the
local area.
2. Pupils should be taught:
- to describe and analyse the relationships between the characteristic
features of the periods and societies studied including the experiences
and range of ideas, beliefs and attitudes of men, women and children
in the past
- about the social diversity of the societies studied, both in
Britain and the wider world
- to analyse and explain the reasons for, and results of, the
historical events, situations and changes in the periods studied
- to identify trends, both within and across different periods,
and links between local, British, European and world history
- to consider the significance of the main events, people and
changes studied.
Historical interpretation
3. Pupils should be taught:
- how and why historical events, people, situations and changes
have been interpreted in different ways
- to evaluate interpretations.
Historical enquiry
4. Pupils should be taught to:
- identify, select and use a range of appropriate sources of
information including oral accounts, documents, printed sources,
the media, artefacts, pictures, photographs, music, museums, buildings
and sites, and ICT-based sources as a basis for independent historical
enquiries
- evaluate the sources used, select and record information relevant
to the enquiry and reach conclusions.
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