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TOPIC Planning UPPER SCHOOL CYCLE A
SWINGING SIXTIES
National Curriculum for History Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
• changes in Britain from the Stone Age to the Iron Age
• the Roman Empire and its impact on Britain
• Britain’s settlement by Anglo-Saxons and Scots
• the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
• a local history study
• a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
Examples (non-statutory) • changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and
entertainment in the 20th Century
• a significant turning point in British history, for example, the first railways or the Battle of Britain, Swinging Sixties
• the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of
the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
• Ancient Greece – a study of Greek life and achievements and their influence on the western world
Lesson objective
National curriculum outcomes
Summary of lesson content
Day 1
To research a timeline for the 1960s
• Pupils should continue to develop a chronologically secure knowledge
and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
• They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
Children will learn about and order the key events of the 1960s. they will undertake additional research about other events and present their findings in writing, choosing the format e.g. fact file, poster, webpage.
Day 2
To explore key figures of the 1960s • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
• They should construct informed responses that involve thoughtful
As a class, the children learn about key British and international figures of the 1960s and discuss the impact that they have made on history. Working in pairs or individually, children choose a figure and research additional information, presenting their work as an information pamphlet.
selection and organisation of relevant historical information. • They should understand how our knowledge of the past is constructed
from a range of sources.
Day 3
To research medical advancements in the 1960s
• Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
• They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
• They should understand how our knowledge of the past is constructed from a range of sources.
Children learn about the key medical advancements that took place in the 1960s and discuss how these have developed/evolved today. Children use notes and additional research to create a quiz, word search or board game about medical advancements OR they research one of the pioneers of the new treatments and create a biography for that person.
Day 4
To explore the music of the 1960s • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
Children learn about the development of synthesiesed music in the 1960s and how this changed popular music culture. They create top trump games for a band of their choice.
Day 5
To explore how fashion changed in the 1960s
• Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
• They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
Children learn about how cultural changes led to an increased interest in fashion. They explore fashions and find out about some of the leading fashion designers during this time. Working in small groups, pairs or individually, they design and produce their own 1960s inspired outfit, choosing the format e.g. drawing, collage, model.
Day 6
To explore transport developments in the 1960s
• They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
Children learn about the development of the road, rail and air transport systems during this time, including key events such as the introduction of concorde and the opening of the M1. They compare journey times and location accessibility and consider the impact on lifestyles. Children produce poster or newspaper report about a key event OR write a perform an interview about a major development.
Day 7 & 8
To compare and contrast daily in the 1960s with today.
• They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
• They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
• They should understand how our knowledge of the past is constructed from a range of sources.
Children learn about daily life in the 1960s through extracts, photographs, videos and documentaries. Working in groups, they undertake additional research in order to create a short presentation about how daily life has changed since the 1960s. The presentations are recorded and then edited to create an Imovie.
Day 9
To explore the American Civil Rights Movement
• Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
• They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
Children explore and discuss the reasons for the American Civil Rights Movement. They develop a timeline of events and identify the key figures involved. They discuss how life has changed due to the movement and how it might be different if it had not taken place. Children choose from a range of activities designed to either deepen their understanding of key figures or events OR to allow them to consider the event from a different perspective.
Day 10 & 11
To evaluate and review the Swinging Sixties
• Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
• They should construct informed responses that involve thoughtful
Working in small groups, pairs or individually, the children evaluate their knowledge of the Swinging Sixties, undertaking additional research where appropriate. They work together to make a presentation about whether the 1960s were swinging and engage in debate with another group.
selection and organisation of relevant historical information. • They should understand how our knowledge of the past is constructed
from a range of sources.