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.