Unit outcomes
Pupils who are secure will be able to:
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- Make observations and deductions from sources.
- Suggest how children’s lives have changed.
- Explain why children needed to work.
- Identify the kinds of jobs Tudor and Victorian children had, making observations and inferences about them.
- Identify how Lord Shaftesbury changed the lives of children and evaluate the impact of his work.
- Use sources to identify leisure activities and compare them over time.
- Identify diseases from the past and discuss how effective the treatments were.
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Suggested prior learning
How was school different in the past?
Get startedLessons
Lesson 1: What do sources tell us about how children’s lives have changed?
Lesson 2: Why did Tudor children work and what was it like?
Lesson 3: What jobs did children have in Victorian England and what were they like?
Lesson 4: How did Lord Shaftesbury help to change the lives of children?
Lesson 5: How and why has children’s leisure time changed?
Lesson 6: What were the diseases children caught and how were they treated?
Key skills
- Understanding that history is
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Key knowledge
- To know that the
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Key vocabulary
childhood
continuity
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Unit resources
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Assessment – History LKS2: How have children’s lives changed?
Assessment resources for this unit. Use
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Knowledge organiser
A LKS2 knowledge organiser, with key
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Key vocabulary
Subject resources
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Policy support
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History: Long-term plans
A standard and mixed-age version of
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National curriculum mapping
This document shows each of the
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History: Pupil progression of skills
Progression documents showing how skills and
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Mixed-age ![](data:image/gif;base64,R0lGODlhAQABAAAAACH5BAEKAAEALAAAAAABAAEAAAICTAEAOw==)
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Assessment
A downloadable spreadsheet to record teacher
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Equipment list
A list of essential and optional
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Mappingㅤ
This document shows schools how Kapow's
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Example work
Cross-curricular opportunities
English
‘Pupils should be taught to:
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas’