Schools & Young People
Even younger people enjoy reminiscing and Many Happy Returns recognises this.
Schools & Young People
- History Key Stages 1 and 2
- chronological understanding
- knowledge and understanding of events, people and changes in the past
- historical interpretation
- historical enquiry
- organisation and communication
- Citizenship and Personal, Social and Health Education (PSHE)
- Design and technology at key stages 1 and 2 (Year 5)
- Geography at key stages 1 and 2 (Year 3)
- Art and design at key stages 1 and 2 (Year3/4)
Many Happy Returns is designed for the enjoyment of all age groups and has also been developed to be useful and relevant to the following National Curriculum subjects.
During key stage 2 pupils learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in their own area, in Britain and in other parts of the world. They look at history in a variety of ways, for example from political, economic, technological and scientific, social, religious, cultural or aesthetic perspectives. They use different sources of information to help them investigate the past both in depth and in overview, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways. In history, pupils acquire and apply knowledge, skills and understanding in five main areas:
What was it like for children in the Second World War?
In this unit children find out about the effects of the Second World War on children in their local area, nationally and internationally. There are also opportunities to consider the effects of war on children today.
Children use a range of sources, including the recollections of people alive at the time. They consider the reasons for and results of key aspects of the war.
Section 8: What it was like to be a child living in this area in World War II?
Recap, through question and answer, what the children have learned so far about the war's impact on people of the time.
Help the children to devise a list of questions they would ask someone who was a child in the area during the war, eg Where did you live? What did you eat? Did you experience bombing or evacuation? How much did you know about what was happening in the war? How did you find out?
Arrange for someone who was a child during the war to visit the class. Encourage the children to ask the questions on the list. Record the interview. Replay the tape and discuss with the children what they have learned about the history of their area during the war. Help them to identify on a map, local places mentioned by the visitor. Mark the map with a description of what happened there during the war years... ...Before the visit, a display could be set up showing what the children have learnt so far about the war. This could act as a stimulus for the interview, eg Does the visitor recognise or remember some of the things?
Britain since 1930
A study of the impact of the Second World War or social and technological changes that have taken place since 1930, on the lives of men, women and children from different sections of society.
Key stage 1 The elderly in communities; and Respecting people of different ages; and
Key stage 3, Unit 01: Citizenship – what’s it all about?
This unit introduces pupils to key ideas that are central to developing an understanding of what active citizenship is all about. They consider their rights and responsibilities and think about issues of fairness, in the context of the communities to which they belong. They consider the role of citizens in a democratic society. They learn about the importance of ground rules for discussing and debating issues. The unit provides opportunities for pupils to discuss and review their previous experiences in school and elsewhere, and think about how their involvement in their communities will change over time. Pupils also learn about how the school runs and their rights and responsibilities within the school community.
Unit 5: Bread
This unit provides an opportunity to develop children's understanding of, and skills in, working with food through a range of activities related to bread products. They gain knowledge and understanding from investigating existing products and exploring the functions and properties of ingredients. They then draw on this knowledge when designing and making their own bread products. They use a range of skills and techniques using basic food tools and equipment and taking account of appropriate safety and hygiene issues.
This unit can be adapted by focusing on an alternative type of baked food product eg biscuits, cakes, pizza or snack bars. There may be opportunities for working with industry on this project eg a visit to a bakery, inviting a food expert to work in the classroom.
Investigating our local area
This is a 'long' unit, in which children develop geographical ideas and skills by studying their own locality. This unit supports citizenship: 4, 5 8, 10. Sections in this unit
This unit is divided into six sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.
Unit 1. Where is the locality in relation to other places? Where is out school?
Unit 5. What changes have taken place in the village?
Unit 3A: Portraying relationships
In this unit children investigate how paintings, prints, photographs and other images that include figures communicate ideas about relationships. They use composition skills to make a double portrait that conveys ideas about themselves and their relationship with another person in their lives.
