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Introduction
In the unit 'What was it like for children living in Victorian Britain?' # found out about the lives of Victorian children, how attitudes towards children have changed over time, and the people who are remembered for their part in making these changes. ^ was able to develop ~ understanding of the concept of change and continuity and ~ sense of period, by looking at the characteristic features of children's lives in the Victorian period. ^ has built on ~ understanding of chronology by locating the Victorian period within a time framework, and by sequencing the changes within this time period.
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Victorians
Section 1: Who were the Victorians and when did they live?

^ could place the Victorian period on a class time line.
^ drew ~ own inferences about the lives of Queen Victoria's family from a portrait.
^ could suggest what life was like for children living in Victorian times.

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PoorVictorians
Section 2: What was life like for a poor child in the 1840s?

^ has listed a number of aspects of the daily life for poor Victorian children.
^ produced a simple narrative to illustrate what ^ knows about the work done by Victorian children.

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Barnardo
Section 3: Who helped to improve the lives of Victorian children?
Children:

^ could answer questions about who helped to improve poor Victorian children's lives and how they did it.
^ was able to the select appropriate information about Lord Shaftesbury and Dr Barnardo and present it to the class. ^ could show and discuss what ^ had found out with the rest of ~ class.

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School
Section 4: What was it like going to school at the end of the nineteenth century?
Children:

^ was able to identify the distinctive features of a Victorian school.
^ could produce a dialogue that contained the appropriate historical detail about the Victorians.
^ suggested ~ own ideas as to why there were different interpretations of school and work between then and now.

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Spare Time
Section 5: How did different Victorian children use their spare time?

^ successfully produced ~ own advertisements or posters that acurately reflected Victorian attitudes and values.
^ could suggest ~ own ideas about what Victorian children might have done in their spare time.
^ was able to select the relevant information about leisure pursuit in Victorian times.
^ was able to select the relevant information about a toy in Victorian times.
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Changes
Section 6: How did life change for children living in Victorian Britain?

^ could recall information about what children did early and late in the Victorian times and how had life changed in Victorian Britian for children between these times.
^ presented ~ information about what ^ had learnt about the Victorian period. ^ clearly knows and has an appreciation of this time period.

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