Red Kite ITT History by Amy Lee

AmyLeeTLA — 2023-10-12 14:28:41 UTC

AmyLeeTLA — 2023-10-12 14:28:46 UTC

You're Dead To Me Podcast

AmyLeeTLA — 2023-11-13 10:06:10 UTC

Mr T does History

AmyLeeTLA — 2023-11-13 10:07:21 UTC

Ofsted's History Report

AmyLeeTLA — 2023-11-13 10:08:44 UTC

KS2 History

AmyLeeTLA — 2023-11-13 10:09:12 UTC

KS1 History

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Sue Temple Article

AmyLeeTLA — 2023-11-13 11:27:19 UTC

Early Years Guidance- Development Matters

AmyLeeTLA — 2023-11-15 11:48:05 UTC

Early Years- Past and Present

AmyLeeTLA — 2023-11-15 11:48:25 UTC

Historical Association EYFS- SOW

AmyLeeTLA — 2023-11-15 11:48:59 UTC

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give them context to the world we live in

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For knowledge of how things have changed over time

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To understand the process of change

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Give children context of the past and the wider world

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To help children understand the past and how we got to where we are today

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Giving them an understanding of why the world is the way it is today

Understand long term change over time

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To understand how we got to where we are and how far we can go

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Educate them about the past, key landmarks and events that have shaped our world today

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To inspire curiosity about the past

To understand the diversity of society and challenges of time

Equip students with ability to develop perspective and judgement

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So they can understand the history of their local area and how it’s changed

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To give kids an understanding of the history of Britain and the wider world

Understand how to use historical enquiry skills

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We have wonderfully straight roads in some parts of the country

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Aiding pupils in understanding Britain’s past and if the wider world

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Gain knowledge and understanding of Britains past and that of the wider world.

Pupils should be inspired to know more about the past

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To give children context into the world we live in and see why things are like they are today

To develop an understanding of change

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To give children a chronological narrative of key events in history and how they shaped the world today

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To give children an understanding on the way the world develops.

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Make children critical consumers of sources

evaluation skills, including critically evaluating events and how things could be different

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To understand the history or Britain and the wider world

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Hadrians wall

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They invaded twice

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To understand cause and effect in the past and how it has impacted countries, cultures, races and religions and how it links to present day

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city of bath

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Numerals

Romans built the roads

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Ceaser

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They established york as Eboracum

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Changed a lot of infrastructure

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Aqueducts

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Claudius invasion

Empire

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romans ve celts

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Verulaniums

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Julius caesar led the first invasion

modern civilisation

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coliseums

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Battle formations w/ shield (did an activity on it I think)

Gladiators

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Emperor Constantine the great was crowned in York

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AD/BC vs CE/BCE and what they mean

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Julius Caesar=invader

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Britain already fractured

It took nearly a century after the invasion for Britain to become part of the Roman Empire

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Caesar did not establish lasting control or leave a Roman presence in Britain.

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10-12k troops 55BCE vs 37k 54BCE

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Roman Empire not extended to Britain until 43AD

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Capital at time of Roman Empire coming to Britain was Colchester

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Make the topic relatable to your class

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That vikings helmets didn’t have horns

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Visual timelines that you can adapt as you learn new topics.

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Involve pupils in knowledge organisers, across subjects - love the idea

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Writing opportunity isn’t a historical skill

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Make sure to adapt planning to suit your cohort

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Applicable the related to your own class

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children have to relate to what is being taught

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choose significant individuals who are representative of children in the cohort

addressing misconceptions

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Starting off a topic with the chronology so they can see where it fits

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Viking helmets didn’t have horns

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Base each lesson around a source and ensure the children know where the source has come from and what it can tell us about the time period.

learn you topic !!

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Involving topic across other subjects to consolidate knowledge

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Make it meaningful - ensure it’s something that they can relate to or have experience/knowledge around (can’t understand about promenades if they haven’t been to the seaside)

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DO NOT focus on largely irrelevant info - what the Romans wore etc. - in History. Look at the actual history and make sure curriculum objectives are being taught.

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That romans are not from Romania

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That what is taught can be adapted