Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
- changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
- events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
- the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
- significant historical events, people and places in their own locality.
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
- 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
- a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
Reverend Juie has given us some links to the various sites relating to the Workhouse at Wesham.
Rev. Julie says, "This one is the best and very comprehensive; photo’s, maps and, at the bottom, a link to the 1881 Census for the Kirkham house, which is very moving to read. On the main page of the site, the left hand menu gives some excellent further pages for research relating to the life and times of a workhouse, what it was like for children, school life and different timetables for girls and boys, etc, the Baby Farms article says one is described in Oliver Twist, so a Literacy link too!."
Although this says Kirkham in the Heading, it describes a Sunday Service at Wesham Workhouse at the start: http://www.workhouses.org.uk/Fylde/
This one is selling a picture, but interesting to look at: http://www.amounderness.co.uk/fylde_workhouse_1940.html
This has at the bottom a picture of people going to war walking from Wesham towards Weeton with St Joseph’s in the background: http://fyldeantiquarian.freeforums.org/post5106.html
St Joseph's School
Our school was built in 1890 so it is a late victorian building. All the children from 5-14 had their lessons here, the Juniors in our hall and the Infants in the building that now has our Breakfast Club in it. Lots of the older children worked part time in the mills. Everyone had to bring their own lunch or go home at dinner time. There was no kitchen.
I have lots of information about the early days at St Joseph's. Perhaps your teacher would let you come and visit us sometime to look at our Victorian building and also to see some of the other material I have. Have you learnt about school log books? I have some extracts from the original one here.
Let me know if I can do anything else to help.
Good luck with your research-I love History and Wesham has lots to find out!
Best wishes from Mrs Wright