Section 3: Examples of approaches to continuity from year 6 to year 7

Case study 1: The Neolithic Revolution -- A European Study Before 1914
Case Study 2: An approach to Britain 1066-1500

The first lesson of year 7

At the outset, pupils could be asked which periods of history they have already studied at their primary school. These could be placed on a timeline displayed in the classroom, and the medieval period identified as one of the missing periods. Reference could also be made to the term 'medieval' and its relationship to the term 'middle' .

Alternatively groups of children from the same feeder primary schools could be asked to outline what they did in year 6. This activity might be structured by asking them to share: three things they liked about history; three things that they can remember about one topic they have already studied; and how they would explain what we mean by 'history' to someone who didn' t know.

Throughout year 7, it will be important for the teacher to recognise and value what pupils' learning during their primary years. This can be done by drawing on pupils' knowledge and understanding when undertaking specific topics in the key stage 3 programme of study.

Unit 1 'Introductory unit what's it all about?' from the DfES/QCA scheme of work for key stage 3 history contains a sequence of similar activities designed to build on pupils' prior learning in history at the beginning of year 7.