National Curriculum 2009

The Evacuees supports children working towards the following National Curriculum 2009 progression targets:
Early:	2, 4, 6
Middle:	1, 11, 12
Later:	12, 14
In the adventure students use knowledge and understanding of some of the main events, people and changes studied. They can identify events and changes during this period. The adventure encourages students to use information and make observations to answer questions about the past.

National Curriculum

The Evacuees supports children working towards Level 3 and 4 attainment targets for History. Students can use knowledge and understanding of some of the main events, people and changes studied. They can identify events and changes during this period. The adventure encourages students to use information and make observations to answer questions about the past.

The following NC (National Curriculum) objectives are covered by utilising the software as part of a breadth of study based on Britain since 1930.

• A study of the impact of the Second World War (WW2)(WWII)
• and
• social and technological changes that have taken place since 1930, on the lives of men, women and children from different sections of society.

The software also provides background knowledge for the following QCA Schemes of Work units:

• Unit 9: What was it like for children in the Second World War? (Years 3/4)

Knowledge, skills and understanding

Chronological understanding

1) Pupils should be taught to:

1. place events, people and changes into correct periods of time.
2. use dates and vocabulary relating to the passing of time, including modern, century and decade.

Knowledge and understanding of events, people and changes in the past

2) Pupils should be taught:

1. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
2. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
3. to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
4. to describe and make links between the main events, situations and changes within and across the different periods and societies studied.

Historical enquiry

4) Pupils should be taught:

1. how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources [for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music]

Organisation and communication

5) Pupils should be taught to:

1. recall, select and organise historical information
2. use dates and historical vocabulary to describe the periods studied
3. communicate their knowledge and understanding of history in a variety of ways [for example, drawing, writing, by using ICT].

Breadth of study

6) During the key stage, pupils should be taught the Knowledge, skills and understanding through a local history study, three British history studies, a European history study and a world history study.

Victorian Britain or Britain since 1930

11) Teachers can choose between a study of Victorian Britain or Britain since 1930.

QCA Scheme of work

The software will also provide background knowledge for the following units:

• History at key stages 1 and 2.

Unit 9: What was it like for children in the Second World War? (Years 3/4)

The Evacuees software links with the unit and will support students to achieve each level of expectation (set as in the scheme). At the end of this unit

1. Describe what happened during evacuation and begin to recognise it had it causes.
2. Demonstrate factual knowledge and understanding of the impact of the Second World War on children in particular and society in general; give reasons for, and the results of evacuation;
3. Explore in greater depth how the war affected children in different ways and the reasons for these differences; understand the complex and varied feelings that many children had about evacuation

Learning objectives from the QCA scheme that are covered by using The Evacuees:

Section 1: What was the Second World War? When and where did it take place?

Children should learn:

• when and where WWII took place
• about the leaders and key events and dates of the war

Section 2: What was the Blitz?

Children should learn:

• the characteristic features of the Blitz and what type of area was most likely to be affected
• to locate where bombing raids took place

Section 3: Why were children evacuated?

Children should learn:

• about the effects of air raids
• about the causes of evacuation

Section 4: What was it like to be an evacuee?

Children should learn:

• to find out about the experiences and feelings of evacuees, from a wide range of information sources
• to communicate their learning in an organised and structured way, using appropriate terminology

Section 5: What did people eat during the war?

Children should learn:

• why rationing was necessary
• about the impact of rationing on the way of life of people living in England during WWII

Section 6: In what other ways might the war have affected people?

Children should learn:

• an overview of how the war affected people's everyday lives
• about the restrictions on people, how they suffered during the war, their courage and resilience

Section 7: What were children's experiences of the war?

Children should learn:

• that the war affected children in different ways

Section 8: What it was like to be a child living in this area in World War II?

Children should learn:

• where and how the local area was affected by WWII
• how to find out about the war in their locality from the recollections of someone who lived through it

Section 9: How did the Second World War affect children who lived in this locality?

Children should learn:

• about the effects of WWII on their locality
• to select information from sources
• to compare the local and national experience

Section 10: What has been done since to prevent another world war?

Children should learn:

• to make connections between the Second World War and today