Year 1 - History
Year 1 - History
Embedded Files
Introduction
At Eastfield we aim for our children to develop passion and curiosity for finding out about the past. We use Collins Connected History scheme to ensure children receive a structured but ambitious curriculum. Vocabulary and talk play a central role within history teaching and learning so our pupils' can talk like historians.
What makes me and my family special?
What makes me and my family special?
Introduction
In this unit children began to explore history and chronology. Children were exposed to the idea of the past by thinking about their parents' and teachers' childhood in comparison to their own.
Keywords we used:
chronological, past, present, modern, ancient, old, timeline, historical, sources, artefacts
Children began the unit by bringing in pictures of their families and sharing these with the class. We explored similarities and differences between our families including where our families were from.
Children then explored a range of objects and decided whether they were from the past or the present.
Children learnt about chronology. We explored our own lives in order and then thought about the lives of others. We new in the past we were babies and toddlers. Children knew in the fututre they will be teenagers and adults.
How do our favourite toys and games compare with those of children in the 1960s?
How do our favourite toys and games compare with those of children in the 1960s?
Introduction
Within this unit children were understanding how and why toys and games have changed since the 1960s and the significance of an invention of the World Wide Web in 1989.
Keywords we used:
chronological decade century millennium timeline World Wide Web (WWW) smart toys
Children began the unit by looking at how historians split up time. Children were introduced to the time idea of chronology, time lines.
Children then investigated historic events that took place during the 1960s. Children thought about why they were important and then put the events in chronological order.
Children then thought about how do the most popular toys and games of the 1960s compare with those of today. Children explored a range of toys from the 1960s. Children identified which toys were from past and present and discussed reasons for this. Children put toys from the 1960s on a chronological timeline
Children then learn about smart toys. Children explored why toys have changed so much from the 1960s. Children then used this knowledge to design their own 'smart toy'.
What does it take to be a Great Explorer?
What does it take to be a Great Explorer?
Introduction
Within this unit children learnt about famous explorers. Children learnt about and reflected upon their achievements.
Keywords we used:
Voyage explore discrimination navigate merchant indigenous mission
Within this unit the first explorer children learnt about was Ranulph Finnes. Children learnt about his extreme adventures and challenges he faced. Children then relected on their our bravery and ability to act in difficult times.
Children then learnt about the female explorer, Amy Johnson. Children learnt about her solo journey of 18,000 KM. Children thought about the challenges of being a women in 1930s and who this demonstrated bravery.
Children compared the achievements of both Amy Johnson and Ranulph Finnes by taking into account gender, times and the journeys they took.
The third explorer children learnt about was Christopher Columbus. Children learnt about his ambitions in early life and then the routes he took in later life on a large ship.
The next explorer children learnt about was Neil Armstrong. Children learnt about his role as an astronaut and that he was the first man on the moon.
Children then compared the lives of Christopher Columbus and Neil Armstrong. Children thought about their achievements and jounrneys.
Children then thought about the idea of being an explorer who would visit Mars. Children reflected on their learning about famous explorers and what qualities they needed to be successful.
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