primary history with ict: a pupil’s entitlement to ict in...
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Primary History with ICT: A pupil’s entitlement to ICT inprimary History
Primary History with ICT: A pupil’s entitlement to ICT in primary History
Becta in association with
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
ICT supports primary history in many ways – and in particular:
ICT gives pupils access to an extensive range of resources, many of them digitised primary source materials, which would otherwise not be easily available
ICT can enhance pupils' skills of historical enquiry by helping them to ask and answer questions, for example by accessing and examining an online collection of historical artefacts
pupils can use technology to help them select, organise and interpret historical information, by for example using a database
pupils can communicate their knowledge and understanding and also demonstrate creativity, for example by creating a multimedia presentation
tools such as interactive whiteboards enhance interactive teaching and learning styles
it provides support tools – word banks and writing frames, for example – as well as opportunities for pupils to work independently.
ICT in the History Curriculum
The requirements of the National Curriculum for History (2000) http://www.nc.uk.net/nc/contents/Hi-1--POS.html state that pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning.
ICT can best support the areas of Historical enquiry and Organisation and communication.
Pupils should learn:
how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources (for example, documents, printed sources, CD-Roms, databases, pictures and photographs, and websites providing music, artefacts, buildings and museums, galleries and historic sites)
to ask and answer questions, and to select and record information relevant to the focus of the enquiry – pupils could, for example, use a census database to search for information and identify and explain patterns of change
how to communicate their knowledge and understanding of history in a variety of ways – for example, pupils could use digitised maps to identify and colour-code features important to local study.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Using an extensive range of resources
Key Stage 1A seaside holiday
In this example, ICT is used both as a source of primary material and as a tool to help pupils communicate their learning.
Year 2 children had been finding out about seaside holidays of the past. Their teacher had used the internet to source lots of photos showing seaside holidays of the past as well as the present. She displayed these on an interactive whiteboard and asked her pupils to identify differences between the two sets of pictures. In particular she focused on characteristics of the periods, such as clothing, transport and entertainment. She annotated the pictures with the children’s ideas. Later the children used the activities that can be downloaded from the TRE http://tre.ngfl.gov.uk/server.php?request=cmVzb3VyY2UuZnVsbHZpZXc%3D&resourceId=11358 to consolidate their ideas.
In the plenary session the teacher used a Venn diagram to illustrate what features belonged to the past, to the present and to both.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-1--POS.html Knowledge and understanding of events, people and changes in the past 2bHistorical enquiry 4aOrganisation and communication 5
You can find pictures of seaside holidays from the East Anglian Daily Times http://www.eadt.co.uk/content/eduzone/seaside/content/Now%20and%20Then/link_par_gp.asp and Beside the seaside http://home.freeuk.net/elloughton13/seaconte.htm
Progression idea
Pupils could use photographs of their own holidays which have been scanned into the computer. Using Sound Recorder or a similar application they record some sentences about each one, describing the characteristic features of their modern holiday. They can also record sentences about holidays in the past. These could then be combined to create a multimedia presentation.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Key Stage 2The life of John Lennon
Pupils used ICT not only to find out about events, people and changes but also to encourage historical enquiry.
A Year 6 class had been studying the life of John Lennon and making links to characteristic features of the time, both at home and abroad.
The class carried out research by asking their parents and grandparents about life in the 1960s, and by looking at websites chosen by their
teacher. Using the interactive whiteboard, they then created an interactive layered timeline on which to display the facts they had discovered. By clicking on areas of the timeline, more detail could be displayed.
The pupils used the timeline to ask and answer questions about the features of the age and relate these to John Lennon’s life.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Chronological understanding 1a, 1bKnowledge and understanding of events, people and changes in the past 2a, 2b, 2c,Historical enquiry 4a, 4bOrganisation and communication 5a, 5b, 5c
QCA Scheme of work Unit 20: What can we learn about history from studying the life of a famous person? http://www.standards.dfes.gov.uk/schemes2/history/his20/?view=get
You could find more ideas on Learning and Teaching using ICT http://samples.lgfl.org.uk/primary/main.html (select History, Year 6, Famous person: John Lennon).
In this example, Microsoft PowerPoint was used, but you could also use software such as Softease Timeline. http://www.softease.com/ British Pathé http://www.britishpathe.com/has free video clips of news items pertinent to the decades in question.You can watch a teachers’ workshop and classroom practice on Teachers’ TV.http://www.teachers.tv/video/3314
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Enhancing skills of historical enquiry
Key Stage 1Homes through the ages
In this lesson ICT is used as one source of information to help pupils to ask and answer questions about the past.
These Year 1 pupils had been studying homes through the ages. They looked at photographs of artefacts from museums and other sites online as well as pictures in books. Then their teacher introduced them to Dyna Mo. http://www.bbc.co.uk/education/dynamo/history/stepback.shtml
The teacher displayed the web page using a digital projector so that the whole class could see it. As they worked through the activity the teacher prompted the children to talk about the differences between their homes and the one visited by the characters Josie and Gleep.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-1--POS.htmlKnowledge and understanding of events, people and changes in the past 2bHistorical interpretation
QCA Scheme of work Unit 2: What were homes like a ling time ago? http://www.standards.dfes.gov.uk/schemes2/history/his2/?view=get
Learning and Teaching using ICT http://samples.lgfl.org.uk/primary/main.html shows how these ideas can be developed (select History, Year 1, Victorian objects).
Progression idea
ICT can provide pupils with access to a greater range of resources and provides a range of tools so they can record and communicate their learning.
One Year 2 teacher arranged to borrow Victorian artefacts from her local museum. The children set up the artefacts and found pictures of Victorian household goods. They then created their own museum display, including labels written using a word processor with word bank. Afterwards they discussed whether their display could have been organised differently.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
You can find high-quality pictures of Victorian domestic goods on Object Lessons. http://www.objectlessons.org
Grace Darling
ICT can help to develop their skills of historical enquiry by providing the opportunity to ask and answer questions. In this example, pupils used a PowerPoint presentation as a source of information.
A Year 2 class had been learning about Grace Darling. Their teacher used an illustrated PowerPoint presentation to tell the story. As she read through the story she questioned the pupils about the information they could deduce from the pictures. She helped the children to realise that the drawings were done after the event, and that there were no photos because cameras had not been invented.
Afterwards she asked how the facts of the story might have become known. The pupils made several suggestions:
The survivors would have told the story
Grace might have told the story Her father might have told the
story Perhaps someone kept a diary.
Then they discussed where else people can find information. The pupils suggested books, TV and the internet.
With prompting they added local museums, newspapers and memorials to the list.
They talked about whether the pictures and sculptures of Grace Darling really looked like her.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-1--POS.html Historical interpretationHistorical enquiry 4a, 4b
Learning and Teaching using ICT http://samples.lgfl.org.uk/primary/main.html shows how this resource can be used (select Year 2, History, Grace Darling and view the video).
For further lesson ideas see NAACE http://archive.naace.co.uk/direct2u/indexbysubject.html (scroll down to History and select Year 2 Week 55).
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Key Stage 2War memorials
ICT can enhance the pupils’ skills of historical enquiry by enabling them to interrogate an online database.
A Year 4 class had been doing a local history study. As part of the study, the pupils visited the local war memorial and used handheld PDAs and digital cameras to record the inscriptions.
Back in classroom, their teacher showed them how to access the records of allied military war casualties on the Commonwealth War Graves Commission website.
The pupils used this site to find more information about those people in their local area who had died in both World Wars, which they recorded and illustrated in a class ‘Roll of honour’.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Chronological understanding 1aHistorical enquiry 4a, 4bOrganisation and communication 5a, 5b, 5c
Progression idea
Some pupils wondered if any of the families had been living locally in Victorian times. Taking a few examples of local soldiers, they worked out when the soldier was born and guessed when his parents would have been born.
Their teacher obtained electronic copies of the local census data. The pupils searched the database and did find information on local families. They then looked at old maps to find where the families had lived, and visited the local cemetery to try to find family graves. Using all these sources of information the pupils built up a family profile which they made into a layered presentation to show to the rest of the class.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Selecting, organising and interpreting historical information, for example by using a database
Key Stage 1Growing up
Teachers and pupils can use interactive teaching tools to select, organise and interpret historical information.
A Year 1 teacher wanted to help his pupils develop an understanding of chronology by looking at pictures of people from birth. He found six photos of himself at different ages (a newborn baby, a baby crawling, a toddler, a young schoolchild, a teenager, an adult) and scanned them. He displayed them randomly on his interactive whiteboard, which had a simple timeline along the bottom.
He asked the pupils to say which picture was the first to be taken and asked them to explain why they thought this. He moved this picture to the left of the screen. Then he asked the children what sorts of things he would be able to do at that age. He encouraged the pupils to use vocabulary such as ’before’ and ‘after’ to describe the sequence. The children sequenced the remaining pictures in the same way and positioned them on the timeline.
Progression idea
The children were asked to bring in four pictures of themselves at different ages. The teacher scanned these and added them to a word processor with a word bank. He added the words or phrases that the children had suggested when using his pictures. The children used the software to sequence the pictures and add a sentence about them at that age. The work was printed out and displayed in the class. The pupils talked about their work with their teacher and friends.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-1--POS.html Chronological understanding 1a, 1bOrganisation and communication
You can find a lesson plan for this activity on NAACE http://archive.naace.co.uk/direct2u/indexbysubject.html (scroll down to History and select Year 1 Week 4).
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Key Stage 2
The Romans
This Year 4 class was studying the Romans. The teacher printed pictures from the Romans in Sussex site and asked the pupils to sort and classify the artefacts according to their own criteria. Some children chose to sort by material, others by function, and some by size.
The website was displayed on the interactive whiteboard and pupils were encouraged to use it to get a clearer view and so more information about their artefacts if necessary.
When the pupils had completed this task, the teacher asked them to make some general statements about the characteristic features of the Romans in Britain, for example the materials used. She provided a simple writing frame on the children’s word processing program to structure their work. They were encouraged to add pictures which supported their theory.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Historical enquiry 4a, 4bOrganisation and communication 5a, 5c
Progression idea
The pupils then worked in pairs and used a branching database to help them sort and classify the artefacts. Pictures were added to the database to make it more
interesting to use. Other groups tested the database to ensure that no mistakes had been made. This helped them to ask and answer specific questions and to generalise concepts about characteristics of Roman life in Britain.
The Tudors
Pupils used digitised online primary source materials to find out about everyday life in
Tudor times.
A Year 6 class was being introduced to the Tudors. Their teacher challenged the pupils to list as much information as they could about life in a Tudor household by examining the different scenes from the Henry Unton memorial portrait. He divided the class into groups and asked each group to explore one aspect of the picture and to list their ideas. Afterwards the pupils made a report to the rest of the class.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
The teacher then explained that the picture had been painted about three years after Unton’s death and asked the pupils to consider how true to life the elements could be.
The pupils then looked at several portraits of Henry VIII painted in his lifetime and compared the honesty of these and the motives of the artists.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Knowledge and understanding of events, people and changes in the past 2a, 2bHistorical interpretation
QCA Scheme of work Unit 8: What were the differences between the lives of rich and poor people in Tudor times? http://www.standards.dfes.gov.uk/schemes2/history/his8/?view=get
You can find lesson activities on the Henry Unton portrait on NAACE. http://primary.naace.co.uk/activities/unton/index.htm
Communicating and sharing knowledge
Key Stage 2Viking invaders
Pupils organise their work and communicate, share and exchange their knowledge.
During a study of the Vikings a Year 3 class had been learning about the role of archaeology in the study of history. They watched a video snippet from the BBC Learning Zone and discussed what they learnt from it. They said that usually the older an object is, the deeper it will be buried in the ground. The newer it is, the closer it will be to the surface.
To check their understanding further the teacher showed them a file she had created for the interactive whiteboard which had a cross-section of land showing different layers of soil. She had selected images of a number of artefacts from different time periods and she challenged the children to drag them and place them in chronological order in the ground with the newest closest to the surface and the oldest buried the deepest. They quickly agreed on the newest and oldest items
and placed these straight away. The other items caused much discussion about what the objects were, which period they belonged to and how far down they would
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
be buried. They eventually reached a consensus and the teacher saved the completed file.
With the teacher’s help the children went on to create their own ‘archaeological dig’ by selecting clip-art and photos of Viking artefacts which the teacher positioned in random order on an interactive whiteboard page. The teacher then covered them using a pen colour the same as the background screen. Children took turns to use the ‘eraser’ tool to reveal objects one by one to simulate an archaeologist excavating ground. As each artefact slowly appeared, they tried to identify it and explain what it might be used for.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Chronological understanding 1a, 1bHistorical enquiry 4a, 4b
QCA Scheme of work Unit 6: Why have people invaded and settled in Britain in the past? http://www.standards.dfes.gov.uk/schemes2/history/his6c/?view=get
To see the snippets of video used for this lesson see the Learning Zone http://www.bbc.co.uk/learningzone/clips/ (select Primary: History and then in the search box enter the keywords Vikings and archaeologists).
You can find other information from BBC Schools.http://www.bbc.co.uk/schools/vikings/index.shtml
Progression idea
One group of children were really fascinated by the work of the archaeologists and so the teacher showed them a website from the Israel Museum http://www.arcv.org/demosite-test/neolithic_main.html in Jerusalem. This featured a ‘virtual archaeological dig’ which the children explored together uncovering various artefacts during their ‘dig’.
Older children might like to try this archaeological game from Channel 4’s Time Team. http://www.channel4.com/history/microsites/T/timeteam/game.html
The Victorians
In this example, pupils used ICT to select and organise information and communicate it creatively.
The Year 5 class were finding out about Victorian childhood. They used an online activity to find out how poor Victorian children lived.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
When the pupils had worked through the site, their teacher read a poem about a girl working in the mines.
The class discussed what it would have been like to work in either a coalmine or a factory, and the teacher listed the words and phrases the pupils used.
The teacher then asked the class to write a monologue describing a day in the life of a Victorian child. Later some children recorded these using Sound Recorder to add to a presentation.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Knowledge and understanding of events, people and changes in the past 2a, 2b
Historical interpretationHistorical enquiry 4a, 4bOrganisation and communication 5a, 5c
QCA Scheme of work Unit 11: What was it like for children living in Victorian Britain? http://www.standards.dfes.gov.uk/schemes2/history/his11/?view=get
You can find the online resource used in this lesson on BBC Schools. http://www.bbc.co.uk/schools/victorians/
The poem about the young girl working in the mine is on the Learning Connection. http://www.learning-connections.co.uk/curric/cur_pri/victorians/handson/hands_6.html
There is a video of a similar lesson on Learning and Teaching using ICT http://samples.lgfl.org.uk/primary/main.html (select Year 5, Victorian working children).
Progression idea
Pupils undertook a role play in which they worked in small groups to interview a factory or mill owner about the working conditions of his young employees. They then wrote up their notes from their interview in the style of newspaper articles and created a class newspaper.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Demonstrating creativity
Key Stage 2Athens v Sparta
ICT provides many opportunities for pupils to select, organise and communicate their work creatively.
Some Year 5 pupils used the online materials from Snaith Primary School http://home.freeuk.net/elloughton13/gcontent.htm to
learn about the differences between the city states of Athens and Sparta, culminating in the events of the Peloponnesian Wars.
The pupils were divided into groups and used a desktop publishing program to create a newspaper story from the battlefront, including drawings or clip-art, maps, interviews and reports. Half the groups were reporting as Spartans and half as Athenians.
The finished newspapers were printed and added to a class display. Pupils discussed the different ways that the same events had been interpreted by opposing sides.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Knowledge and understanding of events, people and changes in the past 2a, 2bHistorical interpretation 3Organisation and communication 5a, 5c
The website used for this lesson can be found at: http://home.freeuk.net/elloughton13/gcontent.htm
Progression idea
A group of more able pupils had learned that our knowledge of Spartan life comes from Athenian writings and some archaeological evidence.
They used the information from this Snaith Primary School http://home.freeuk.net/elloughton13/gcontent.htm as a stimulus for debate which they recorded using a DV recorder for use in a later presentation.
They discussed which parts of the information could be accepted as being factual (archaeological evidence) and those parts which may have been misrepresented (Athenian writing) and why the Athenians may have portrayed Sparta in such a way.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
The Ancient Egyptians
A Year 5 class had been learning about the ancient Egyptians using a range of sources.
The class teacher showed the pupils a wall painting of an Ancient Egyptian jeweller’s workshop and asked the pupils to explore the scene.
He had prepared a prompt sheet and writing frame to help the pupils focus on some aspects of the picture and to write about what they could learn from the wall painting.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Chronological understanding 2bKnowledge and understanding of events, people and changes in the past 2a, 2bHistorical interpretation; Historical enquiry 4a, 4b
QCA Scheme of work Unit 10: What can we find out about ancient Egypt from what has survived? http://www.standards.dfes.gov.uk/schemes2/history/his10/?view=get
The teacher used the online materials from the British Museum. http://www.ancientegypt.co.uk/trade/explore/main.html
Progression idea
Some pupils used ICT to create a storyboard and a script for a documentary program about the wall painting, which they acted out and filmed using a digital video camera.
The teacher created multimedia templates for other pupils to use to create an electronic visitors’ guide to the workshop.
You can find further information on Ancient Egypt from Channel 4. http://www.channel4learning.com/apps26/learning/microsites/E/essentials/history/units/egypt_bi.shtml
The Indus Valley Civilisation
In this activity pupils used ICT to find out about a past civilisation and to communicate their learning in a creative way. This activity could be adapted for any artefact-based study.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
This Year 6 class had been learning about the Indus Valley civilisation and had accessed information from various internet sites. At the end of the topic they were divided into groups and asked to prepare a multimedia museum exhibition which clearly explained the main features of the civilisation, to include:
government religion trade and craft weights and measures technology decline and fall.
The class investigated the organisation of online museums before planning their exhibition, deciding what features they would adopt or avoid.
Each group focused on one aspect of the civilisation and when their ‘exhibits’ had been prepared, the teacher asked the class to consider the optimum route through the museum that would explain the features of the civilisation and how these changed over time.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Chronological understanding 1bKnowledge and understanding of events, people and changes in the past 2a, 2cHistorical interpretationOrganisation and communication 5a, 5b, 5c
QCA Scheme of work Unit 16: How can we find out about the Indus Valley civilisation? http://www.standards.dfes.gov.uk/schemes2/history/his16/?view=get
You can find further lesson ideas from NAACE http://archive.naace.co.uk/direct2u/indexbysubject.html (scroll down to History and select Year 6 Week 30).
Useful sources of information about the Indus Valley civilisation include the British Museumhttp://www.ancientindia.co.uk/indus/index.html and Harappa.http://www.harappa.com/har/har0.html
Two good examples of virtual museums are Mary Rose http://www.maryrose.org/visiting/tour1.htm and the Marischal Museum. http://www.abdn.ac.uk/virtualmuseum/
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Progression idea
Some of the pupils had been impressed with the idea of audio tours at museums and decided that their museum should also have something similar.
As the school had many pupils for whom English was an additional language, it was decided that the commentary should be recorded in the main community languages, and that the museum should be ‘open’ at Parents’ Evening, making the information more accessible to parents and visitors. Pupils wrote the scripts for the commentary and where possible they made the recordings. The presentation was adapted to give visitors the option of hearing the recording in the language of their choice.
Enhancing interactive teaching and learning styles
Key Stage 1Toy story
In this activity ICT is used to enhance interactive teaching and learning styles and provides pupils with an extensive range of high-class images that can be projected in large scale via an interactive whiteboard.
It helped them to organise and interpret historical information and communicate their knowledge and understanding.
A class of Year 2 children were beginning to identify the differences between old and new toys. They had brought in toys from home and examined them closely, beginning to generalise differences between old and new in terms of condition and materials.
Next their teacher wanted them to consider more abstract representations. She had sourced a collection of photographs and displayed six of them randomly on her interactive whiteboard.
She asked questions such as:
What do you think it is made of? Does it look as if lots of people have played with it? Is it colourful? Is it broken?
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Afterwards the pupils worked in pairs on computers to sort a selection of toys into ‘old toys’ or ‘new toys’ by using the mouse to drag and drop them.
In the plenary session the pupils repeated the task and explained their rationale for sorting the toys.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-1--POS.htmlChronological understanding 1a, 1bKnowledge and understanding of events, people and changes in the past 2bOrganisation and communication
QCA Scheme of work Unit 1: How are our toys different from those in the past? http://www.standards.dfes.gov.uk/schemes2/history/his1/?view=get
Key Stage 2Britain since 1930
A Year 3 teacher displayed some original source material from two websites using an interactive whiteboard. The pupils were asked to look at the pictures in turn and suggest what information they provided about life in Britain at the time. The teacher annotated the pictures with this information.
Next the pupils were asked to work in pairs and to write a list of questions to which they would like answers. For example, one pair wrote: ‘Why do the children have suitcases?'
Pictures were again annotated with the questions and the files saved for another lesson, when they would try to find the answers.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Knowledge and understanding of events, people and changes in the pastHistorical enquiry 4a, 4b
QCA Scheme of work Unit 9: What was it like for children in the Second World War? http://www.standards.dfes.gov.uk/schemes2/history/his9/?view=get
The websites used for this lesson were the Blitz on Clydeside http://www.glasgow.gov.uk/en/Residents/Libraries/Collections/Blitz/PhotoGallery/index.htm?gallery=Evacuation and St Thomas Primary School.http://sites.ecosse.net/stthomas/photos_from_the_home_front_1939.htm Other useful sites include the BBC http://www.bbc.co.uk/history/interactive/animations/wwtwo_movies_evacuees/index.shtml which has reminiscences from evacuees.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
Exercising choice and working independently
Key Stage 1
The pupils in this activity are using ICT to communicate information and work independently.
Florence Nightingale and Mary Seacole
Children in a Year 2 class were comparing the lives and nursing careers of Florence Nightingale and Mary Seacole using two websites which had been especially written for children.
Their teacher had created a simple timeline and some of the main events in both nurses’ lives.
The pupils worked in pairs to drag the events to the correct decade on the timeline. They saved their work.
During the plenary session the teacher asked pupils to come and position other events on the timeline.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-1--POS.htmlChronological understanding 1aOrganisation and communication
QCA Schemes of work Unit 4: Why do we remember Florence Nightingale? http://www.standards.dfes.gov.uk/schemes2/history/his4/?view=get
The websites used for this activity were from Snaith Primary School, on Florence Nightingale http://www.snaithprimary.eril.net/flo2.htm and Mary Seacole http://www.snaithprimary.eril.net/flomary.htm
Key Stage 2The Anglo Saxons
A class of mixed Year 5 and year 6 children had been studying the Anglo Saxons and learning about why they had invaded and settled in Britain. Their teacher showed them how to use the database of artefacts at the British Museum Compass site http://www.britishmuseum.org/explore/families_and_children/online_tours/sutton_hoo/sutton_hoo.aspx and set them the task investigating the burial customs of the Anglo Saxons.
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Becta | Primary History with ICT: A pupil’s entitlement to ICT in primary History
The pupil activity sheet supported their learning and in the plenary session they discussed their ideas about who was buried at Sutton Hoo, using evidence from the artefacts database to support their ideas.
Programme of study: history http://www.nc.uk.net/nc/contents/Hi-2--POS.html Knowledge and understanding of events, people and changes in the past 2a, 2b
Historical enquiry 4a, 4bOrganisation and communication 5a, 5c
QCA Scheme of work Unit 6: Why have people invaded and settled in Britain in the past? An Anglo-Saxon case study http://www.standards.dfes.gov.uk/schemes2/history/his6b/?view=get
The British Museum Compass website can be found at: http://www.britishmuseum.org/explore/families_and_children/online_tours/sutton_hoo/sutton_hoo.aspx
You might also like to look at BBC Schools. http://www.bbc.co.uk/schools/anglosaxons/index.shtml
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