Literacy and History.
Anita Yearsley
Literacy and History.History POS: Chronological understanding
- To develop their chronological understanding pupils should be taught to:
National Literacy Strategy
/ QCA / DfEE KS2 Schemes of Work- ObjectivesYear 2 Term 1 – Fiction
Reading:
Text 4: to understand time and sequential relationships in stories, i.e. what happened when;
Writing:
Text 11: to use language of time (see sentence level work) to structure a sequence of events, e.g. ‘when I had finished...’, ‘suddenly...’, ‘after that...’;
Year 3 Term 3: Grammar
Sentence 6: to investigate through reading and writing how words and phrases can signal time sequences, e.g. first, then, after, meanwhile, from, where;
Year 4 Term 1 – Fiction
Text 3: to explore chronology in narrative using written or other media texts, by mapping how much time passes in the course of the story, e.g. noticing where there are jumps in time, or where some events are skimmed over quickly, and others told in detail;
Year 4 Term 2 - Vocabulary
Word 11: to understand that vocabulary changes over time, e.g. through collecting words which have become little used and discussing why, e.g. wireless, frock;
Year 5 Term 2 – Vocabulary
Word 9: to search for, collect, define and spell technical words derived from work in other subjects;
Year 6 Term 1 – Vocabulary
Word 7:to understand how words and expressions have changed over time, e.g. old verb endings -st and –th and how some words have fallen out of use, e.g. yonder, thither;
Word 8: to research the origins of proper names, e.g. place names such as -borough or -chester, surnames such as Donaldson, O’Donnell and MacDonald, the days of the week, months of the year, names of products, e.g. models of cars, names of sportswear, names of newspapers;
Word 10: to understand the function of the etymological dictionary, and use it to study words of interest and significance.
Year 6 Term 2 – Fction
Text 11:to write own story using, e.g. flashbacks or a story within a story to convey the passing of time; / Unit 1: Yr 1
To sequence objects in time.
Unit 2: Yr 1
To identify key features of a home built long ago.
Unit 3: Yr 1 / 2
To learn in which parts of the year key holidays take place.
To sequence photographs into a time series of three periods by identifying differences between present and past times.
To use time related vocabulary.
To distinguish between holidays in the recent and more distant past.
Unit 4: Yr 2
To recount the main events in the life of a famous person.
To sequence events related to the life of a person.
Unit 5: Yr 2
To learn when the Great fire happened.
To place the event on a time line showing periods in history.
To learn about the main events of the fire.
Unit 6a, b or c: Yr 3 / 4
E.g. To place the Celtic and Roman periods in a chronological framework.
E.g. To recognise characteristics that place Celts and Romans as having lived a long time ago in the past.
E.g. To learn the main events in Boudicca’s revolt.
E.g. To use the terms ‘invade’ and ‘settle’.
Unit 7: Yr 3 / 4
To locate the Tudors within the context of the history of Britain.
Unit 8: Yr 3 / 4
To learn about the different types of evidence for the Tudor period.Unit 9 Yr 3 / 4
To learn when and where W.W.II took place.
To learn about the leaders and key events and dates of the war.
Literacy and History.
History POS: Chronological understanding continued
- To develop their chronological understanding pupils should be taught to:
National Literacy Strategy
/ QCA / DfEE KS2 Schemes of Work- ObjectivesUnit 10 Yr 3 / 4
To locate ancient Egypt in time and place.
Unit 11 Yr 5 / 6
To identify Queen Victoria and place the Victorian period in relation to other periods of British History.
Unit 12: Yr 5 / 6
To find out about the past from census returns.
Unit 13: Yr 5 /6
To place events precisely in time.
Unit 14: Yr 5 / 6
To place the ancient Greek civilisation in time.
That the ancient Greece civilisation occurred ‘Before Christ’
To learn that modern events may have connections with the past.
Unit 15: Yr 5 / 6
To learn that many English words have Greek origins.
To identify some of the words and prefixes, suffixes and letter strings that indicate that a word has Greek origins.
Unit 16: Yr 5 / 6
To use BC and AD appropriately.
To know how the Indus Valley Civilisation related to other historical periods and to the chronology of world History.
Literacy and History.
History POS: Knowledge and Understanding
- To develop their knowledge and understanding pupils should be taught to:
b)consider the social, cultural, religious and ethnic diversity of the societies studied , both in Britain and the wider world;
c)describe, analyse and explain reasons form and results of, the historical events, situations and changes in the periods studied;
d)identify trends, both within and across periods, by making links between the content indifferent areas of study and between local, British, European and world history;
e)Consider the significance of the main events, people and changes studied.
National Literacy Strategy / QCA / DfEE KS2 Schemes of Work- Objectives
Year 1 Term 3 – Fiction Reading
Text 10: to compare and contrast preferences and common themes in stories and poems;Year 2 Term 1 – Fiction Reading
Text 5: to identify and discuss reasons for events in stories, linked to plot;
Year 2 Term 3 – Non-Fiction Writing
Text 21: to write non-chronological reports based on structure of known texts, e.g. There are two sorts of x…; They live in x …; the A’s have x …; but the B’s etc., using appropriate language to present, sequence and categorise ideas.
Year 3 Term 2 – Non-Fiction Reading
Text 13:to discuss the merits and limitations of particular instructional texts, including IT and other media texts, and to compare these with others, where appropriate, to give an overall evaluation;
Year 3 Term 3 – Fiction Reading
Text 1:to re-tell main points of story in sequence; to compare different stories; to evaluate stories and justify their preferences;
Text 9: to be aware of authors and to discuss preferences and reasons for these;
Year 4 Term 1 – Fiction writing
Text 12:to write independently, linking own experience to situations in historical stories, e.g. How would I have responded? What would I do next?;
Year 4 Term 2 – Fiction Reading
Text 3: to compare and contrast settings across a range of stories; to evaluate, form and justify preferences; / Unit 1: Yr 1
To describe the characteristics of old and new objects.
Unit 2: Yr 1
To identify differences between two homes built at different times.
To apply their knowledge and understanding of home life long ago.
Unit 3: Yr 1 / 2
To identify features associated with seaside holidays.
To sort information into categories that distinguish the present from the past.
To recognise that some things change and others stay the same.
Unit 4: Yr 2
To identify people form the past and present who are famous.
To identify how people became famous.
To learn about the life of a famous person and from the past and why she acted as she did.
To learn about some of the improvements made by Florence Nightingale.
To learn why Florence Nightingale is remembered today.
Unit 5: Yr 2
To use their knowledge and understanding of the Great Fire to make a representation of it.Literacy and History.
History POS: Knowledge and Understanding continued
- To develop their knowledge and understanding pupils should be taught to:
b)consider the social, cultural, religious and ethnic diversity of the societies studied , both in Britain and the wider world;
c)describe, analyse and explain reasons form and results of, the historical events, situations and changes in the periods studied;
d)identify trends, both within and across periods, by making links between the content indifferent areas of study and between local, British, European and world history;
e)Consider the significance of the main events, people and changes studied.
National Literacy Strategy / QCA / DfEE KS2 Schemes of Work- Objectives
Year 4 Term 3 – Grammar
Sentence 4: the use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to structure an argument, e.g. ‘if…, then’; ‘on the other hand…’; ‘finally’; ‘so’.
FictionReading
Text 1: to identify social, moral or cultural issues in stories, e.g. the dilemmas faced by characters or the moral of the story, and to discuss how the characters deal with them; to locate evidence in text;
Text 8: to write critically about an issue or dilemma raised in a story, explaining the problem, alternative courses of action and evaluating the writer’s solution;
Year 5 Term 2 – Non-fiction Reading
Text 15: to read a range of explanatory texts, investigating and noting features of impersonal style, e.g. complex sentences: use of passive voice; technical vocabulary; hypothetical language (if…then, might when the…); use of words/phrases to make sequential, causal, logical connections, e.g. while, during, after, because, due to, only when, so;
Year 5 Term 3 – Non-fiction writing
Text 18: to write a commentary on an issue on paper or screen, (e.g. as a news editorial, leaflet), setting out and justifying a personal view; to use structures from reading to set out and link points, e.g. numbered lists, bullet points;
Year6 Term 1 – Sentence construction
Sentnece 4: to investigate connecting words and phrases:
- collect examples from reading and thesauruses;
- study how points are typically connected in different kinds of text;
- classify useful examples for different kinds of text – for example, by position (besides, nearby, by); sequence (firstly, secondly…); logic (therefore, so, consequently);
- identify connectives which have multiple purposes (e.g. on, under, besides);
Unit 6a, b or c: Yr 3 / 4
To relate their own experience to the concept of settlement.To recognise that people have been moving between different areas for a long time, and that some reasons for moving were the same as those of people alive today.
To make comparisons between these lifestyles.
Unit 7: Yr 3 / 4
To learn about the appearance and character of Henry VIII.
To learn about the power and importance of a Tudor King.
To identify what monarchs did and did not do. etc
Unit 8: Yr 3 / 4
To distinguish between wealth and poverty in Tudor times.
To learn the key features of Tudor buildings.
To draw conclusions about life in Tudor times from different sources.
To learn about the lives of the poor in Tudor times.
To learn about the attitudes of wealthier people towards the poor.
To learn about the types of evidence and gaps in evidence about the poor in this period.
Unit 9 Yr 3 / 4
To learn the characteristic features of the Blitz and what type of area was most likely to be affected.
To locate where bombing raids took place.
To learn about the effects of air raids.
To learn about he causes of evacuation.
To learn why rationing was necessary.
To learn about the impact of rationing on the way if life of people living in England during W.W.II.
To gain an overview of how the war affected people’s everyday life. Etc
Literacy and History.
History POS: Knowledge and Understanding continued
- To develop their knowledge and understanding pupils should be taught to:
b)consider the social, cultural, religious and ethnic diversity of the societies studied , both in Britain and the wider world;
c)describe, analyse and explain reasons form and results of, the historical events, situations and changes in the periods studied;
d)identify trends, both within and across periods, by making links between the content indifferent areas of study and between local, British, European and world history;
e)Consider the significance of the main events, people and changes studied.
National Literacy Strategy / QCA / DfEE KS2 Schemes of Work- Objectives
Year 6 Term 2 – Vocabulary
Word 8:to build a bank of useful terms and phrases for argument, e.g. similarly… whereas…
Sentence construction
Sentence 2: to understand features of formal official language through, e.g.:
- collecting and analysing examples, discussing when and why they are used;
- noting the conventions of the language, e.g. use of the impersonal voice, imperative verbs, formal vocabulary;
- collecting typical words and expressions, e.g. ‘those wishing to…’ ‘hereby…’ ‘forms may be obtained…’;
- investigate conditionals, e.g. using if …then, might, could, would, and their uses, e.g. in deduction, speculation, supposition;
- use these forms to construct sentences which express,
e.g. possibilities, hypotheses;
Fiction Reading
Text 2:to analyse how individual paragraphs are structured in writing,
e.g. comments sequenced to follow the shifting thoughts of a character, examples listed to justify a point and reiterated to give it force;
Text 5: to analyse how messages, moods, feelings and attitudes are conveyed in poetry;
Year 6 Term 2
Non-Fiction Reading
Text 16:to identify the features of balanced written arguments which, e.g.:
- summarise different sides of an argument;
- clarify the strengths and weaknesses of different positions;
- signal personal opinion clearly;
To learn that information can be classified in different ways.
To observe an object in detail and to make inferences and deductions.
To learn how much of the life in Egypt depended on the Nile.
To learn about the range of objects which have survived from ancient Egypt.
To learn about aspects of life in ancient Egypt.
To learn about Egyptian tombs, pyramids and burial sites.
Unit 11 Yr 5 / 6
To consider what life was like for children in the past.
To understand that ways of life differed greatly across Victorian society.
To understand that the work of individuals can change aspects of society.
To find out about important figures in Victorian times.
To compare modern and Victorian schooling.
Unit 12: Yr 5 / 6
To make comparisons that illustrates change within the Victorian period.
To identify characteristic features of Victorian transport and industry.
To identify and record characteristic features of Victorian buildings.
Literacy and History.
History POS: Knowledge and Understanding continued
2. To develop their knowledge and understanding pupils should be taught to:
a)describe and explain the relationships between the characteristic features of specified periods and societies including the experiences and range of ideas, beliefs and attitudes of people in the past;
b)consider the social, cultural, religious and ethnic diversity of the societies studied , both in Britain and the wider world;
c)describe, analyse and explain reasons form and results of, the historical events, situations and changes in the periods studied;
d)identify trends, both within and across periods, by making links between the content indifferent areas of study and between local, British, European and world history;
e)Consider the significance of the main events, people and changes studied.
National Literacy Strategy
/QCA / DfEE KS2 Schemes of Work - Objectives
Non-Fiction WirtingText 18:to construct effective arguments:
- developing a point logically and effectively;
- supporting and illustrating points persuasively;
- anticipating possible objections;
- harnessing the known views, interests and feelings of the audience;
- tailoring the writing to formal presentation where appropriate;
- summarising fairly the competing views;
- analysing strengths and weaknesses of different positions;
Year 6 Term 2 – Non-fiction Reading
Text 17:to read and understand examples of official language and its characteristic features, e.g. through discussing consumer information, legal documents, layouts, use of footnotes, instructions, parentheses, headings, appendices and asterisks;
Writing Text 20:to discuss the way standard English varies in different contexts, e.g. why legal language is necessarily highly formalised, why questionnaires must be specific.Year 6 Term 3 – Grammar
Sentence 1: to revise the language conventions and grammatical features of the different types of text such as:
- narrative (e.g. stories and novels);
- recounts (e.g. anecdotes, accounts of observations, experiences);
- instructional texts (e.g. instructions and directions);
- reports (e.g. factual writing, description)
- explanatory texts (how and why);
- persuasive texts (e.g. opinions, promotional literature)
- discursive texts (e.g. balanced arguments);
Text 15:to secure understanding of the features of explanatory texts from Year 5 term 2;
Text 16:to identify the key features of impersonal formal language, e.g. the present tense, the passive voice and discuss when and why they are used; / Unit 13: Yr 5 /6
To learn about changes that have occurred in Britain since 1948 and some of the reasons for these changes.
To learn what changes have occurred to the way of life of people since 1948.
Unit 14 Yr 5 /6
To learn about the location, climate, and terrain of Greece.
To learn that ancient Greece consisted of city-states.
To learn what is meant by a democracy. Etc
Unit 15: Yr 5 / 6
To learn that the ancient Greeks had their own written alphabet and language.
To recognise the similarities and differences between the English and Greek alphabets.
To learn that Greek architectural and mathematical ideas directly and indirectly influence buildings around us.
To learn about the contribution made by ancient Greek scholars to our knowledge and understanding of the world etc
Unit 16: Yr 5 / 6
To locate the Indus Valley civilisation.