PGCE Secondary Music – Initial Subject Audit
Name: __________________________
BA Primary History– Subject Audit
• It is intended that this audit will enable you to identify your levels of knowledge, skill and understanding in relation to the requirements of the National Curriculum for History at Key Stages One and Two (DFE, 2013) and Understanding the World (EYFS)
• Please respond to each aspect honestly and use this to structure your personal subject knowledge research and development activity as you progress through your course.
• Re-evaluate your knowledge, skills and understanding throughout the course to self-assess your own progress. Judgements/ reflections based on taught university sessions and school based placements
| |Start of Year 1 2020-21 |End of Year 2 2021-22 |End of Year 3 2022-23 |
| | | | |
| |Initially record the number that best describes your |Record the number that best describes your experience |Record the number that best describes your experience |
| |experience |Very little, if any |Very little, if any |
| |Very little, if any |Some but lacking confidence |Some but lacking confidence |
| |Some but lacking confidence |Secure |Secure |
| |Secure |Substantial |Substantial |
| |Substantial | | |
|EYFS I understand how children can… | | | |
|ELG02 – Understanding | | | |
|Answer ‘how’ and ‘why’ questions about their experiences and| | | |
|in response to stories or events. | | | |
|ELG03 – Speaking | | | |
|Use past, present and future forms accurately when talking | | | |
|about events that have happened or are to happen in the | | | |
|future. They develop their own narratives and explanations | | | |
|by connecting ideas or events. | | | |
|ELG13 – People and communities | | | |
|Talk about past and present events in their own lives and in| | | |
|the lives of family members. | | | |
|ELG11 – Numbers | | | |
|Count reliably with numbers from 1 to 20, place them in | | | |
|order and say which number is one more or one less than a | | | |
|given number. | | | |
|ELG17 – Being imaginative | | | |
|Represent their own ideas, thoughts and feelings through | | | |
|design and technology, art, music, dance, role play and | | | |
|stories. | | | |
| |Key Stage 1 (please note that the examples are not statutory aspects of the National Curriculum) |
|Changes within living memory. | | | |
|Events beyond living memory (e.g. 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 compare aspects of life in different periods | | | |
|(e.g. 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 your | | | |
|locality. | | | |
|Know where the people and events studied fit within a | | | |
|chronological framework and identify similarities and | | | |
|differences between ways of life in different periods. | | | |
|Use a wide vocabulary of everyday historical terms. | | | |
|Ask and answer questions, choosing and using parts of | | | |
|stories and other sources to show that they know and | | | |
|understand key features of events. | | | |
|Understand some of the ways in which we find out about the | | | |
|past and identify different ways in which it is represented.| | | |
| | | | |
| |Key Stage 2 (please note that the examples are not statutory aspects of the National Curriculum) |
|Changes in Britain from the Stone Age to the Iron Age | | | |
|E.g. late Neolithic hunter-gatherers and early farmers | | | |
|(Skara Brae); Bronze Age religion, technology and travel | | | |
|(Stonehenge); Iron Age Hill Forts, tribal kingdoms, farming,| | | |
|art and culture. | | | |
|The Roman Empire and its impact on Britain | | | |
|E.g. Julius Caesar’s attempted invasion in 55-54BC, the | | | |
|Roman Empire by AD 42 and the power of its army; successful | | | |
|invasion by Claudius and conquest, including Hadrian’s Wall;| | | |
|British resistance (Boudicca); “Romanisation” of Britain: | | | |
|sites such as Caerwent and the impact of technology, culture| | | |
|and beliefs, including early Christianity. | | | |
|Britain’s Settlement by Anglo-Saxons and Scots | | | |
|e.g. Roman withdrawal from Britain in c AD 410 and the fall | | | |
|of the Western Roman Empire; Scots invasions from Ireland to| | | |
|north Britain (now Scotland); Anglo-Saxon invasions, | | | |
|settlements and kingdoms: place names and village life; | | | |
|Anglo-Saxon art and culture; Christian conversion – | | | |
|Canterbury, Iona and Lindisfarne. | | | |
| The Viking and Anglo-Saxon struggle for the Kingdom of | | | |
|England to the time of Edward the Confessor | | | |
|E.g. Viking raids and invasion; resistance by Alfred the | | | |
|Great and Athelstan (first King of England); further Viking | | | |
|raids and Danegeld; Anglo-Saxon laws and justice; Edward the| | | |
|Confessor and his death in 1066. | | | |
|An aspect or theme in British history that extends pupils’ | | | |
|chronological knowledge beyond 1066 | | | |
|e.g. the changing power of monarchs using case studies such | | | |
|as John, Anne and Victoria; 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; the legacy of Greek or Roman culture (art, | | | |
|architecture or literature) on later periods in British | | | |
|history, including the present day; a significant turning | | | |
|point in British history, e.g. the first railways or the | | | |
|Battle of Britain. | | | |
|The achievements of the earliest civilisations | | | |
|An overview of where and when the earliest civilisations | | | |
|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 | | | |
|Greek life and achievements and their influences on the | | | |
|western world. | | | |
|A non-European society that provides contrasts with British | | | |
|History | | | |
|One chosen from: | | | |
|Early Islamic civilisation, including a study of Baghdad c. | | | |
|AD 900 | | | |
|Mayan civilisation c. AD 900 | | | |
|Benin (West Africa) c. AD 900-1300. | | | |
|Develop a chronologically secure knowledge and understanding| | | |
|of British, local and world history, establishing clear | | | |
|narratives within and across the periods they study. | | | |
|Note connections, contrasts and trends over time and develop| | | |
|the appropriate use of historical terms. | | | |
|Regularly address and sometimes devise historically valid | | | |
|questions about change, cause, similarity and difference, | | | |
|and significance. | | | |
|Construct informed responses that involve thoughtful | | | |
|selection and organisation of relevant historical | | | |
|information. | | | |
|Understand how our knowledge of the past is constructed from| | | |
|a range of sources. | | | |
|Assessment in History | | | |
|Differentiation in History | | | |
|History for SEND pupils | | | |
|History for more able pupils | | | |
|Time Spent Teaching History | Year 1: |Year 2: |Year 3: |
|(Hours Experience) | | | |
| | | | |
|Summarise how your knowledge, skills and understanding have | |
|developed within the subject over the period of the course | |
|(based on university taught sessions and school based | |
|placements) | |
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