Linked to Development Matters
The Development Matters document indicates one unit linked to past and present for Nursery and two linked to Reception. The pages that follow outline one way in which these could be delivered in keeping with the units of history in other parts of the school.
Nursery link to past and present as set out in Development Matters
Begin to make sense of their own life story and family history
•Spend time with children talking about photos and memories. Encourage children to retell what their parents told them about their life-story and family. If possible, consider what was different for their grandparents.
| The Development Matters document indicates one unit linked to past and present for Nursery and two linked to Reception. The pages that follow outline suggests one way in which these could be delivered in keeping with the units of history in other parts of the school. | |
| Reception link to past and present as set out in Development Matters | |
| Comment on images of familiar situations in the past •Present children with pictures, stories, artefacts and accounts from the past, explaining similarities and differences. •Offer hands-on experiences that deepen children’s understanding, such as visiting a local area that has historical importance. Include a focus on the lives of both women and men. Show images of familiar situations in the past, such as homes, schools, and transport. •Look for opportunities to observe children talking about experiences that are familiar to them and how these may have differed in the past. •Offer opportunities for children to begin to organise events using basic chronology, recognising that things happened before they were born. | Compare and contrast characters from stories, including figures from the past •Frequently share texts and images and tell oral stories that help children begin to develop an understanding of the past and present. •Feature fictional and non-fictional characters from a range of cultures and times in storytelling. Listen to what children say about them. •Draw out common themes from stories, such as bravery, difficult choices and kindness, and talk about children’s experiences with these themes. •In addition to storytelling, introduce characters, including those from the past, using songs, poems, puppets, role-playing, and other storytelling methods. |
| Three units are outlined below, which will link with Key Stage 1 units related to Grandparents’ Childhood, Old Toys, and what it is like to be famous. | |
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