Exploring Shiphay

Overview

Year: 2
Duration: 45 minutes
Class size: 25
Unit: Exploring Shiphay's History (Lesson 1 of 6)
National Curriculum Ref:

• History Programme of Study – Key Stage 1
• Pupils should:
  • Develop an awareness of the past, using common words and phrases relating to the passing of time
  • Identify different ways in which the past is represented
  • Understand some significant local history

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Learning Objectives

By the end of this lesson, pupils will:

• Understand what history is and why it is important (NC: understand changes within living memory, local history - Y2 History)
• Begin to use words and phrases related to the passing of time (e.g., past, present, before, after)
• Recognise the importance of their local area, specifically Shiphay within Torquay
• Share any prior knowledge or stories about Shiphay, demonstrating engagement and curiosity about their locality

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Key Vocabulary

• History
• Past
• Present
• Local area
• Shiphay
• Torquay
• Timeline
• Memory

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Resources

• A large timeline on the board/wall for visual aid
• Images/photos of Shiphay from various points in history (old maps, landmarks then and now)
• World map and UK map with Torquay and Shiphay highlighted
• Whiteboard and markers
• Large sheets of paper and coloured pencils for drawing
• “What is History?” short animated video (2-3 mins) or story reading (optional)
• Sticky notes for pupils to write/draw what they already know about Shiphay

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Lesson Structure

1. Introduction (5 minutes)

• Greet the class and explain that they are going to begin a new history unit all about Shiphay, a part of their local town, Torquay.
• Ask: “What do you think history means?” Write key ideas on the board. Use guiding questions: What is the past? Why is it important to learn about things from long ago?
• Show the word “history” on the board and define it in simple terms: “History is finding out about things that happened before now.”

2. What is History? (10 minutes)

• Present a very short, animated video or read a child-friendly story that explains history and why people study it. (If no video, you can tell a story about how people learn about old times using objects or pictures.)
• After this, introduce the words ‘past’ and ‘present’. Use examples such as “The toys you played with when you were a baby are in the past, the toys you play with now are the present.”
• Create a simple past-present timeline on the board, putting up examples from pupils' lives (e.g., school last year, last Christmas).

3. Discovering Shiphay (15 minutes)

• Show a map of the UK, zoom into Torquay, then Shiphay. Explain Shiphay is where they live or near where they live.
• Show historical pictures of Shiphay: old buildings, streets, farms from a long time ago, compared with current photos. Ask: “What do you notice about these photos? How might life be different?”
• Hand out sticky notes. Ask pupils to write or draw something they already know or have heard about Shiphay or their local area. For example, a place they visit, a story they've heard, or a landmark.
• Stick these notes on a large poster titled “Our Shiphay Knowledge Wall.” Highlight diversity of knowledge and experiences.

4. Class Discussion – Why Study Local History? (10 minutes)

• Facilitate a short talk about why it’s important to study the history of their local area: helps us understand where we live, appreciate changes, and share stories.
• Encourage pupils to offer ideas. Write key reasons on the board (e.g., learning about family, noticing changes, respecting places).
• Introduce the idea that each lesson will explore Shiphay’s history deeper to find out amazing stories.

5. Plenary – Time Words Game (5 minutes)

• Play a quick interactive game reinforcing vocabulary: teacher says a sentence, and pupils raise a card that says “past” or “present.”
• Example sentences: “I went to the park yesterday…”, “I am sitting on my chair now…”
• End with a recap: “Today we learned about history, said words about time, and shared what we already know about Shiphay!”

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Assessment & Differentiation

Formative Assessment

• Observe pupil engagement and responses during discussions.
• Review sticky notes for understanding of local knowledge and vocabulary grasp.
• Listen for correct use of time-related words during the game and discussions.

Differentiation

• Support: Provide sentence starters for sticky note task (“I know that Shiphay is…”), use images to prompt ideas.
• Challenge: Encourage some pupils to explain why history might be important beyond their local area or think of examples from their own family history.

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Cross-Curricular Links

• English: Speaking and listening skills during discussion; using keywords accurately.
• Geography: Locating Shiphay on maps and understanding its place within Torquay and the UK.
• Art: Drawing knowledge about Shiphay on sticky notes, reinforcing visual memory.

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Teacher Notes

• To “wow” the class, consider using a simple augmented reality app or an interactive digital map of Shiphay if technology is available.
• Reinforce the importance of oral storytelling as a method of preserving history, linking with pupils’ experiences sharing stories at home.
• Use positive praise to encourage shy pupils to participate, especially during the vocabulary game.
• Keep the atmosphere lively and inclusive to stimulate curiosity for the upcoming lessons in the unit.

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This plan embraces Key Stage 1 history expectations and encourages curiosity and connection with local history, making learning meaningful and exciting for Year 2 pupils.