Enquiry in Year Two, begins to take a slightly less guided approach as children are beginning to formulate their own questions and answers about sources of evidence. They begin to recognise causes and consequences for themselves. This can be seen below where children are asked to compare the classroom in the photo with a Lancastrian classroom they have studied. Children are introduced to the sequential nature of enquiry process. “Clues” and evidence are still given, but these are more ambiguous and open to wider interpretation. Children begin to consider that not everyone shares the same opinion about the past. This can be seen in the example below where children explore “What happened to the Lancastrian Monitorial system?” as individuals such as Sarah Trimmer were against the system.
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