Introduce new topic about Victorian Schools. Go through the PowerPoint and discuss information. Does it look like our school now? How is it different? 

Victorian Schools Timeline

Overview

This 40-minute lesson introduces pupils to key historical concepts by ordering photographs and dates relating to Victorian schools. Using a mix of interactive discussion, visual aids, and hands-on activities, students will explore how schools have changed over time and practise placing events in chronological order. This lesson links directly to the National Curriculum for England KS1 History, focusing on developing an understanding of the past and sequencing events.

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National Curriculum Links

History KS1 Programme of Study:

• Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.
• Pupils should know where people and events fit within a chronological framework.
• Pupils 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.

Objectives addressed:

• Understand the concept of chronology by ordering events/photos and dates.
• Use a timeline to place events in order.
• Identify similarities and differences between Victorian schools and modern schools.

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Learning Objectives

• LO: Order information on a timeline.
• Success Criteria:
  • I can order photos in chronological order.
  • I can order dates in chronological order.

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Resources

• PowerPoint presentation about Victorian schools with images and information
• Printed photos of Victorian schools and modern school pictures, each labelled with dates
• Large printed timeline or working wall space for display
• Tablets/computers with Google Earth access
• Classroom tour materials (optional: prepared notes highlighting historical features of the school building)

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Lesson Structure

1. Introduction (5 minutes)

• Welcome pupils and introduce today’s topic: Victorian schools.
• Explain the learning objective: “Today we are going to learn about what schools were like in Victorian times and practise putting pictures and dates in order.”
• Show the first slide on the PowerPoint with a Victorian school image and a modern school image side by side.
• Ask: “How are these schools the same or different?” Use simple language and encourage pupils to share ideas.

2. Main Input & Discussion (10 minutes)

• Work through the PowerPoint carefully, showing key features of Victorian schools: classroom size, teacher’s role, clothes, and furniture.
• Use simple, accessible language and repeat key vocabulary (Victorian, timeline, chronological order, past, present).
• Ask pupils questions such as: “Do you think your school looks like this?” “What is different about our school now?”
• Use Google Earth to show the location of Manor Infant / Manor Longbridge School.
• Highlight the area surrounding the school and ask questions about how the school fits into the local community today.

3. Physical or Virtual Tour (Optional, 5–7 minutes)

• If time, take a short walk around the school (inside and out) pointing out historical features, additions, and renovations.
• Draw attention to old bricks, plaques, old classroom setups, or any Victorian architectural features.
• If outside or corridor space is limited, show photos or a short video tour instead.

4. Group Activity: Chronological Ordering (15 minutes)

• Divide pupils into small groups (max 4 pupils per group to foster cooperation).
• Give each group a set of photos showing Victorian schools and modern schools, each labelled with dates.
• Ask groups to work together to order the photos from oldest to newest, discussing their choices.
• After groups have finished, come together as a class to review the order.
• Add the photos and matching dates to the class working wall timeline. Label clearly.

5. Plenary & Assessment (3 minutes)

• Recap the learning objective and success criteria.
• Ask pupils: “Can you tell me what it means to put things in chronological order?”
• Ask for volunteers to explain how our school today is different from a Victorian school.
• Use thumbs-up/thumbs-down to gauge confidence in ordering dates and photos.

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Differentiation & Support

• For lower ability pupils: Provide sets of photos with dates already written. Prompt with vocabulary like "oldest," "newest," "then," "now."
• For higher ability pupils: Challenge them to explain why changes might have happened or what life was like for children in Victorian times.
• Provide visual aids and sentence starters as needed.

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Curriculum Competencies

Competency	Evidence in Lesson
Chronological understanding	Ordering photos and dates, using timelines
Historical enquiry	Discussing differences between Victorian and modern schools
Communication	Group discussions, explaining chronological order
Respect for historical interpretation	Recognising how schools and society change over time

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Teacher Tips

• Use clear pointers on the PowerPoint to highlight key features in pictures.
• Model putting a couple of photos in chronological order before group work.
• Use physical timeline or working wall space creatively—include string, labelled pegs, or coloured markers for visual impact.
• Use simple, accessible language and check understanding regularly.
• Make the lesson multisensory, especially for younger pupils – provide physical photos to handle.

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This lesson plan will help students develop a foundational understanding of chronological concepts and historical change, grounded in the familiar context of their own school environment while linking explicitly to the KS1 National Curriculum History requirements.