This is an archived unit
A revised version of this unit is available here.
Unit outcomes
Pupils who are secure will be able to:
- Identify the type of information the census gives about people.
- Use the census to make inferences about people from the past, providing supporting evidence for their statements.
- Make observations from the census and identify changes between periods of time.
- Identify the dangers of working in a textile mill.
- Create questions to identify the thoughts and feelings of a Victorian working child.
- Identify the key events of Mary’s life and interpret her thoughts and feelings.
- Extract information from the census to recreate the lives of people who lived in a household from the local area.
- Extract information from the census and decide whether a family was rich or poor.
- Describing change throughout time.
Suggested prior learning
Lessons
Lesson 1: What does the census tell us about the people living in our local area?
Lesson 2: What happened to Mary Bucktrout? (Part 1)
Lesson 3: What happened to Mary Bucktrout? (Part 2)
Lesson 4: How did Mary Bucktrout feel about the events in her life?
Lesson 5: Who lived in our local area? (Part 1)
Lesson 6: Who lived in our local area? (Part 2)
Key skills
- Sequencing events on a
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Key knowledge
- To know that change
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Key vocabulary
bobbin
can-hooker
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Unit resources
Assessment – History Y6: What does the census tell us about our local area?
Assessment resources for this unit. Use
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Knowledge organiser
An overview of the core knowledge
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Unit vocabulary
A display version of the vocabulary
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Subject resources
Mappingㅤ
This document shows schools how Kapow's
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Equipment list
A list of essential and optional
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Mixed-age | Assessment
A downloadable spreadsheet to record teacher
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History: Pupil progression of skills
Progression documents showing how skills and
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National curriculum mapping
This document shows each of the
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History: Long-term plans
A standard and mixed-age version of
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Policy support
This document outlines the intent and
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Cross-curricular opportunities
English
‘Pupils should be taught to:
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- draft and write by:
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action’.