Welcome to Headline History

* Examples for History Key Stage 2 Section 7: The local history study covered on Headline History (taken from the National Curriculum website).

Aspects in the local area that have changed:

• Education
• Population movement
• Houses and housing
• Religious practices
• Treatment of the poor and care of the sick
• Law and order
• Sport and leisure.

* * Examples for History Key Stage 2 Section 11a: Victorian Britain covered on Headline History (taken from the National Curriculum website.

Impact of significant individuals and events:

• Lord Shaftesbury and the welfare of children
• Elizabeth Fry and improving the lives of ordinary people
• Queen Victoria , Prince Albert and the Great Exhibition
• Florence Nightingale, Mary Seacole and the Crimean War
• Isambard Kingdom Brunel and the impact on travel in Britain and to the wider world
• David Livingstone, and world exploration
• Alexander Graham Bell and the telephone

Impact of changes to work and transport:

• The factory system and working life for men, women and children
• Education in Schools
• The Growth Of Industrial Towns
• Service In The Army
• Rail Travel, Seaside Holidays And Entertainment

The full list of National Curriculum areas covered by Headline History.

Source: the National Curriculum website.

English Key Stage 2

Speaking and Listening

Listening

2) To listen, understand and respond appropriately to others, pupils should be taught to:

• a) identify the gist of an account or key points in a discussion and evaluate what they hear
• c) recall and represent important features of an argument, talk, reading, radio or television programme, film

Language variation

6) Pupils should be taught about how language varies:

• a)  according to context and purpose  [for example, choice of vocabulary in more formal situations]
• b)  between standard and dialect forms  [for example, in drama, the effect of using standard or dialect forms]
• c)  between spoken and written forms  [for example, the differences between transcribed speech, direct speech and reported speech] .

Listening

9) The range should include opportunities for pupils to listen to:

• b)  recordings  [for example, radio, television, film]

Reading

Reading strategies

1) To read with fluency, accuracy and understanding, pupils should be taught to use:

• a) phonemic awareness and phonic knowledge
• b) word recognition and graphic knowledge
• c) knowledge of grammatical structures
• d) contextual understanding.

Understanding texts

2) Pupils should be taught to:

• a) use inference and deduction
• b) look for meaning beyond the literal
• c)  make connections between different parts of a text  [for example, how stories begin and end, what has been included and omitted in information writing]
• d) use their knowledge of other texts they have read.

Reading for information

3) Pupils should be taught to:

• a) scan texts to find information
• b) skim for gist and overall impression
• c) obtain specific information through detailed reading
• d) draw on different features of texts, including print, sound and image, to obtain meaning
• e) use organisational features and systems to find texts and information
• f)  distinguish between fact and opinion  [for example, by looking at the purpose of the text, the reliability of information] 
• g) consider an argument critically.

Nonfiction and nonliterary texts

5) To develop understanding and appreciation of nonfiction and nonliterary texts, pupils should be taught to:

• a) identify the use and effect of specialist vocabulary
• b) identify words associated with reason, persuasion, argument, explanation, instruction and description
• c) recognise phrases and sentences that convey a formal, impersonal tone
• d) identify links between ideas and sentences in nonchronological writing
• e)  understand the structural and organisational features of different types of text  [for example, paragraphing, subheadings, links in hypertext]
• f)  evaluate different formats, layouts and presentational devices  [for example, tables, bullet points, icons]
• g) engage with challenging and demanding subject matter.

Language structure and variation

6)  To read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level, using appropriate terminology  [for example, how adjectives and adverbs contribute to overall effect, the use of varying sentence length and structure, connections between chapters or sections] .

7) During the key stage, pupils should be taught the  Knowledge, skills and understanding  through the following ranges of literature and nonfiction and nonliterary texts.

Nonfiction and nonliterary texts

9) The range should include:

• b)  print and ICTbased reference and information materials  [for example, textbooks, reports, encyclopedias, handbooks, dictionaries, thesauruses, glossaries, CDROMs, internet]
• c) newspapers, magazines, articles, leaflets, brochures, advertisements.

History Key Stage 2

Chronological understanding

1) Pupils should be taught to:

• a) place events, people and changes into correct periods of time
• b) use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade.

Knowledge and understanding of events, people and changes in the past

2) Pupils should be taught:

• a) about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
• b) about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world
• c) to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied
• d) to describe and make links between the main events, situations and changes within and across the different periods and societies studied.

Historical interpretation

3) Pupils should be taught to recognise that the past is represented and interpreted in different ways, and to give reasons for this.

Historical enquiry

4) Pupils should be taught:

• a)  how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICTbased sources  [for example, documents, printed sources, CDROMS, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites] 
• b) to ask and answer questions, and to select and record information relevant to the focus of the enquiry.

Organisation and communication

5) Pupils should be taught to:

• a) recall, select and organise historical information
• b) use dates and historical vocabulary to describe the periods studied
• c)  communicate their knowledge and understanding of history in a variety of ways  [for example, drawing, writing, by using ICT]

6) During the key stage, pupils should be taught the  Knowledge, skills and understanding  through a local history study, three British history studies, a European history study and a world history study.

Local history study

7) A study investigating how an aspect in the local area has changed over a long period of time,  or  how the locality was affected by a significant national  or local event  or  development  or  by the work of a significant individual.

British history

8) In their study of British history, pupils should be taught about:

• a) the Romans, AngloSaxons and Vikings; Britain and the wider world in Tudor times; and  either  Victorian Britain  or  Britain since 1930
• b) aspects of the histories of England , Ireland , Scotland and Wales , where appropriate, and about the history of Britain in its European and wider world context, in these periods.

Victorian Britain or Britain since 1930 * (see note above)

11) Teachers can choose between a study of Victorian Britain  or  Britain since 1930.

Victorian Britain

• a) A study of the impact of significant individuals, events and changes in work and transport on the lives of men, women and children from different sections of society.

ICT Key Stage 2

Finding things out

1) Pupils should be taught:

• a)  to talk about what information they need and how they can find and use it  [for example, searching the internet or a CDROM, using printed material, asking people] 
• b)  how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy  [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent] 
• c) to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

Exchanging and sharing information

3) Pupils should be taught:

• a)  how to share and exchange information in a variety of forms, including email  [for example, displays, posters, animations, musical compositions] 
• b)  to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information  [for example, work for presentation to other pupils, writing for parents, publishing on the internet] 

Reviewing, modifying and evaluating work as it progresses

4) Pupils should be taught to:

• a) review what they and others have done to help them develop their ideas
• b)  describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others  [for example, the impact made by a desktoppublished newsletter or poster]
• c) talk about how they could improve future work.

Breadth of study

5) During the key stage, pupils should be taught the  Knowledge, skills and understanding  through:

• a)  working with a range of information to consider its characteristics and purposes  [for example, collecting factual data from the internet and a class survey to compare the findings]
• b)  working with others to explore a variety of information sources and ICT tools  [for example, searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds]
• c) investigating and comparing the uses of ICT inside and outside school.