Edgware’s Beginnings

Overview

In this 60-minute introductory lesson, Year 6 students will embark on a historical journey to discover Edgware’s origins and key events that have shaped the locality. Through hands-on engagement with primary and secondary sources, students will develop foundational historical enquiry skills aligned to the National Curriculum for England (History, Key Stage 2).

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Curriculum Links

National Curriculum (England) – History Key Stage 2

• Pupils should be taught to:
  • "Place events, artefacts and historical figures on a timeline"
  • "Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, evidence, civilisation, legacy, and cultural."
  • "Understand how events from the past have influenced the present."
  • "Use a range of sources to find out about a period."
  • "Ask and answer questions, selecting and organising information to create structured work."

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Learning Objectives

By the end of this lesson, pupils will:

1. Develop an understanding of Edgware’s historical background and significance.
2. Identify key events and timelines related to Edgware’s history.
3. Differentiate between primary and secondary sources and use them to gather information.
4. Use historical vocabulary accurately in discussions and written notes.

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Resources Needed

• Copies of selected primary sources (e.g., local census extracts, old maps of Edgware, photographs, excerpts from diaries or letters)
• Secondary sources (history books, articles about Edgware, printed encyclopedia excerpts)
• Large timeline poster or interactive whiteboard timeline software
• Sticky notes, coloured pens, notebooks
• Projector/Smartboard
• Worksheet: “Edgware Historical Sources Investigation”
• Role-play props (optional: period costume hats, magnifying glasses)

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Lesson Structure

0–10 mins: Starter – What Is History?

• Engage pupils in a short discussion: “What do we mean by history?” and “Why does it matter to know about places like Edgware?”
• Write key vocabulary on board: timeline, source, primary, secondary, century, legacy. Use quick definitions and examples.
• Show a recent photo of Edgware alongside a much older image (e.g., Victorian or earlier). Ask: "What do you notice? What questions does this make us ask about Edgware's past?"

10–25 mins: Mini-Input – Edgware’s Origins & Key Events

• Provide a concise story of Edgware’s beginnings (e.g., its Saxon origins, growth through Roman times, medieval developments). Use the projector to show images and dates.
• Introduce an interactive large timeline and anchor discussion points at periods relevant to Edgware.
• Invite 3-4 selected pupils to come forward and place event cards (prepared beforehand) on the correct place on the timeline.
• Emphasise vocabulary in context, e.g., “The Roman period was nearly 2000 years ago.”

25–45 mins: Practical Activity – Source Investigation

• Explain the difference between primary sources (original materials from the time) and secondary sources (interpretations or analyses after the event).
• Divide class into groups of 5. Each group receives a pack containing:
  • 1 or 2 primary sources (copies of old maps, photographs, census extracts, diary excerpts)
  • 1 secondary source (printed brief history paragraphs)
• Task: Use the worksheet to answer guided questions, e.g., “What does this source tell us about Edgware?” “Is this a primary or secondary source, and how do we know?”
• Encourage note-taking using historical vocabulary.

45–55 mins: Group Presentations & Discussion

• Each group shares one interesting fact or insight they discovered about Edgware using their sources.
• Encourage use of historical vocabulary and ask peer questions, e.g., “How did this event/source help you understand Edgware better?”

55–60 mins: Plenary – Reflect and Connect

• Class brainstorm in pairs or individually: “Why is it important to study both primary and secondary sources when learning history?”
• Quick round of “One thing I learned about Edgware’s history is…”
• Set homework (optional): Take a photo or draw something old/modern in Edgware and write 3 sentences about its history using new vocabulary.

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Assessment & Feedback

• Formative assessment through group discussion and presentations – check for accuracy and correct use of vocabulary.
• Review worksheet answers to gauge understanding of source types and historical enquiry skills.
• Use questioning to assess ability to place events within a timeline and relate them to Edgware’s development.

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Differentiation

• Provide sentence starters on worksheets for pupils needing support.
• Challenge more able pupils to suggest additional questions they would ask if they were historians researching Edgware.
• Use mixed ability grouping to support peer learning.

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Extension Ideas

• Create a classroom timeline wall for the full unit to be added to in subsequent lessons.
• Set up a "historian's corner" with primary sources available for further exploration during free time.

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This lesson introduces students to local history using authentic historical enquiry methods, building crucial skills while connecting them meaningfully to their community as recommended in the National Curriculum. It invites curiosity, critical thinking, and active participation, setting an inspiring foundation for the rest of the unit.