Key to Medium Term planning sheet
| Learning Objective | NatCur | Activities and Learning Experiences | Differentiation | Resources | Learning Outcomes |
|---|---|---|---|---|---|
| 1. Explore the idea of 'the past', including construction of a timeline and the introduction of BC/AD | 1a 1b 4b 5a 7a |
1. Talk about 'the past' as an idea. Introduce generations as a rule of thumb measurement as well as chronological time. 2. Construct a class timeline for at least the past 2000 years, making sure it crosses the BC/AD divide. 3. Introduce the idea of oral history, linking it to measurement of time in generations (see attached ideas). 4. Construct a personal timeline. |
LA Create a timeline for the year, marking on family events and holidays. e.g. New Year, birthdays. HA Work out how far back they can take a timeline for their own family using the concept of generations. | 'Blyth Then & Now', 'A Slice of Life'; paper, pencils etc; scissors; string & pegs; rods; metre rules; plasticine; cocktail sticks. | Understand that 'the past' has a sequence; experience ways in which events and time can be ordered. |
| 2. To examine a variety of evidence and discover ways in which it can be used to study 'the past'. | 4a 4b 7a |
1. Objects - introduce a collection of objects from different periods of history. Undertake a detailed observation of each object then place it on the timeline. Can other children identify the object from its description? 2. Photographs - using both aerial and traditional photographs discuss the sort of evidence that is available. In pairs select two; describe what can be seen. 3. Writing - use a selection of eyewitness accounts, what can they tell us about the event being described? |
LA Reduce amount of material and concentrate on selected objects. HA Attempt greater variety of evidence and introduce idea of reconstruction from fragments. | Books as above plus 'History makers of the Roman Empire', 'Learning from objects'; selection of objects and photographs. | Understand that objects and photographs can provide evidence for periods where written material is not available. Recognise the importance and limitations of written evidence. |
| 3. Primarily to familiarise children with 'The Museum of Antiquities' and its collections. | 2a 4a 4b 5c |
1. 'Whistle stop tour' of the Museum looking at the main features. Or 2. 'Detective' style trail that takes the children all round the Museum. 3. If time, each child should choose one object and make a careful, annotated drawing bearing in mind the learning of Session 2. | Differentiation by expectation/outcome. | Drawing/writing materials; clipboards. | Awareness of the artefacts in the Museum of Antiquities. |
| 4. To examine a variety of evidence relating to a particular theme/period of time. | 2a 2b 3a 4a 4b 5a 5c 7a 7c | Using similar techniques to Session 2, research a specific topic. For example, a craft, dress styles. The evidence should justify everything created. | Differentiation by outcome. | Artefacts; models; photographs; writings. | To be able to use a variety of evidence for research of a specific topic. |
| 5. Use the Museum as a resource for learning by focusing on exhibits, which relate to a specific topic. | 1a 2a 2b 2c 3a 4a 5a 5b 7a 7b 7c | This session should provide a focused visit to the Museum, using selected objects from its collection to extend knowledge of a particular topic. For example, forts and life within them; clothing, including ornamentation and hairstyles; religious practices and the use of symbols; a study of the Museum itself. |
LA Provide a specific task, which they should carry out. Limit the scope of evidence they should use. HA Should be encouraged to display greater detail to justify the outcomes of their research. | Drawing/writing materials; clipboards. Topic specific teaching aids available in the Museum. | To have created a bank of information which can be used to inform work in the classroom. |
| 6. To create a presentation for the class of a specific historical topic/theme. | 1a 1b 2b 2c 5a 5b 5c 7a 7b 7c | This session can be a group activity if wished. Using the information gathered and the techniques learnt in the previous sessions, plan and execute a presentation to the class. This should include a written account, a description of the evidence and its sources and a creative representation appropriate to the topic. | LA/HA Differentiation by outcome. LA should be given a narrower choice of focus and access to appropriate methods of recording. | Drawing/writing materials; craft materials as appropriate; access to relevant books/CD-ROMs. | Understand the importance of researching a variety of types of evidence in order to reconstruct a picture of 'The Past'. |
* This scheme covers approximately half of the time allotted to this topic under the National Curriculum and incorporates two visits; these can be changed to include a visit to a site plus the Museum of Antiquities, or just one visit to either a site or a museum depending on individual circumstances.
© Jo Catling RETICULUM PROJECT, Museum of Antiquities, Newcastle upon Tyne.
Last updated: Wed Aug 14 2002
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