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Key Stage Two

“History adds colour to the curriculum.  It tells you how the princes and the people fit together – or fight.  That’s life itself.  If you miss out on that, you miss out on some of the most exotic, colourful characters you’ll  have the chance to learn about at school.” 
Brian Walden, Author and Television Presenter

WHAT THE NATIONAL CURRICULUM SAYS THAT IS RELEVANT TO A BATTLEFIELD IN THE HISTORY PROGRAMME OF STUDY FOR KEY STAGE 2

KNOWLEDGE, SKILLS & UNDERSTANDING

Chronological understanding
Pupils should be taught to:

1a.  place events, people and changes into correct periods of time.

Knowledge and understanding of events, people and changes in the past
Pupils should be taught:
                
2a.  about the ideas, beliefs, attitudes and experiences of men, women and children in the past.
2b.  about the social, cultural, religious and ethnic diversity of the societies studied.
2c.  to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.

Historical interpretation (3), enquiry (4), organisation and communication (5).  The range of skills recorded in the National Curriculum under these headings are relevant to the study of a battlefield.

                             
BREADTH OF STUDY

Local History Study

7.  A study investigating how the locality was affected by a significant national or local event or development or by the work of a significant individual.

QCA Scheme of Work Unit 18 - What was it like to live in the past?
Though aimed specifically at years 3 and 4, this gives teachers some guidance about how to tackle an enquiry-based approach to a local study.  In history, it is important that schools design plans that maximise the opportunities provided by the local area.  The exemplar unit will therefore need adapting to each school’s own needs and to suit the relevant age group to be taught at Key Stage 2.  Although ostensibly about recognising features and buildings in the local community, the objectives and learning outcomes are in particular relevant to a battlefield study.  The resources list is very useful.  When undertaking a battlefield study this Unit provides a good starting point on which to build. For more guidance on how to develop the study from this point go to the bottom of the page and click on Using a Battlefield with children.

British History
Pupils should be taught about:
                         
8a.  the Romans, Anglo-Saxons and Vikings; Britain and the wider world in Tudor times.
8b. aspects of the histories of England, Ireland, Scotland and Wales, where appropriate, in these periods.

Romans, Anglo-Saxons and Vikings in Britain

9. An overview study of how British Society was shaped by the movement and settlement of different peoples in the period before the Norman Conquest and an in-depth study of how British  Society was affected by Roman or Anglo-Saxon or Viking settlement.

10. A study of some significant events and individuals, including Tudor Monarchs, who shaped this period and of the everyday lives of men, women and children from different sections of society.

 

   
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