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History Curriculum PassportIntent:To provide children with a curriculum that provides a coherent understanding of the world around them, knowing where they are from and taking inspiration from historical figures and events from the past and present. To recognise major movements and moments (chronologically) in the past which have shaped their lives. To spark curiosity, to question and to form their own opinions, which are supported by facts and experiences.
Timeline
Stone Age to Iron Age Knowledge end points:To know the Stone Age was followed by the Bronze Age and Iron Age.
To know the differences between the Stone Age, Bronze Age and Iron Age.
To define the Paleolithic and Neolithic era.
To name important landmarks such as Skara Brae and Stonehenge.
Skills end points:To be able to place the eras in chronological order.
To examine artifacts to suggest their purpose and the time period they’re from.
To define the words: settlement and civilisation and prehistoric.
Wider Vocabulary
Meaning
Neolithic A time of hunter gathering.
Paleolithic Humans began to settle and farm.
BC Before Christ. Any date with BC is before Christ was born.
Hunter-gatherers
People who hunt for animals, fish and gather fruit.
Tribes Groups of people who live together.
Key facts to remember:
The Stone Age began with people settling in Europe.
The Stone Age had two main time periods- Paleolithic and Neolithic.
The Iron Age follows the Bronze Age when weapons were made and materials for farming.
At the end of the Stone Age people began to create settlements and farm.
The Bronze Age followed the Stone Age- they began using metals.
We had a Stone Age visitor in the classroom who brought lots of artefacts to study.
Recommended Reads: Stone Age Boy and Stig of the Dump.
The Stone Age began when people began to live in Europe. It was a time which began with hunting and gathering and developed into early settlements with the development of tools using new materials. It had two time periods - Palaeolithic and Neolithic.
https://www.bbc.co.uk/teach/class-clips-video/story-of-britain-new-stone-age-animation/zjh2t39 - Stone Age https://www.youtube.com/watch?v=cH_uowNBJno- The Bronze Agehttps://www.youtube.com/watch?v=j6rCMTOss_k- Life in the Iron Age
Stone Age knowledge check...What is a hunter-gatherer?
What is the difference between the Neolithic and Paleolithic time period?
Why do we have limited evidence of what life was like in the Stone Age?
Name three ways of how life is different today.
Ancient Egypt Knowledge end points:To chronologically order events from Ancient Egypt.
To discuss Egyptian lifestyle.
To understand the legacy of Ancient Egyptians.
To understand the role of an archaeologist.
Skills end points:I can look at artefacts and suggest their purpose.
I can define the words: settlements and civilisations.
Wider Vocabulary
Meaning
Archaeologist People who learn about the past using artefacts found.
Pharaohs The rulers of Egypt.
Tombs Where the dead would be buried. The most famous can be found in ‘The Valley of the Kings’.
Pyramid Grand structures built to enclose tombs of the pharaohs.
Hieroglyphs ‘Carvings of sacred things’. The Egyptians developed scribes and writing.
Mummy The remains of a significant person which could be found in a sarcophagus.
Key facts to remember:
The Ancient Egyptians were an early civilisation and were one of the first settlements.
The Ancient Egyptian era lasted over 3000 years!
The Egyptians believed in mummifying important people so they could live in the afterlife with their own bodies and possessions.
The River Nile provided food, fertile land and transport opportunities.
Pharaohs were the rulers of Egypt.
Cleopatra was the last pharaoh of Egypt.
The Roman Empire followed the Egyptians.
We had a visit from a Falconry who taught us about how Egyptians worshiped falcons and how they were used for sport. Recommended Reads: The Time Travelling Cat and the Egyptian Goddess
The era began with settlements forming around the River Nile in 3500 BC. The River Nile was greatly important as it provided food, transport and fertile land. They invented lots of things from pyramids to scribes!
https://www.youtube.com/watch?v=hO1tzmi1V5g- National Geographic recap.
https://www.historyforkids.net/ancient-egypt.html- Overview.
Ancient Egypt knowledge check...What does civilisation mean?
Who ruled Ancient Egypt?
What happened to the dead in Ancient Egypt?
What is an archaeologist?
Who was the last pharaoh?
Ancient Greeks Knowledge end points:To explain the legacy of the Greeks and to know what they created e.g. Olympics.
To know Ancient Greece was an Ancient society.
To describe the lifestyle of the Ancient Greeks.
Skills end points:To compare the Ancient Greeks to other ancient societies such as the Ancient Egyptians and The Roman Empire.
To understand why and how things changed between ancient civilisations.
To compare modern life to a time in the past.
To define: democracy, civilisation
Wider Vocabulary
Meaning
Athenians The birthplace of democracy.
Spartans A warrior who believed in strict discipline.
Olympics Sporting games that began as a festival.
Temple A building for the worship of Gods.
Trips and visitors:
Recommended Reads:Who Let the Gods out.
Ancient Greece dominated lots of the Mediterranean, Europe and Western Asia. It came before the Roman Empire and had an influence on the time period. Athens and Sparta were important places in Ancient Greece.
https://www.bbc.co.uk/bitesize/topics/z87tn39- Themed summary clips.
Key facts to remember:
The Greeks created the Olympic Games as a celebration of Zeus.
The Ancient Greeks worshipped Gods such as Zeus and Apollo and had many temples and festivals to do so.
The Greeks loved sports and created wrestling, discus throwing, javelin and long jump!
There were three key time periods- The Archaic Period, The Classical Period and The Hellenistic period.
The Ancient Egyptian period overlapped with the Ancient Greeks and the Romans followed.
Ancient Greek knowledge check...What other ancient civilisations overlapped with the Ancient Greeks?
Why is Athens so important?
Name an invention from Ancient Greece that is still used today.
Which time period followed?
The Romans Knowledge end points:To know what life was like in Ancient Rome.
To know Rome was an Empire, that conquered land, and was ruled by an emperor.
To know the legacy of the Romans and some of their inventions - coins, baths etc.
To know about the strength of the Roman Army and to explain why they were successful.
To look at the legacy of Rome in our locality such as Hadrian’s Wall and Arbeia Roman Fort.
Skills end points:To understand how and why artefacts change over time.
To identify Roman artefacts such as coins.
To compare eras.
To define the words: civilisation, conquer, empire and democracy.
Wider Vocabulary
Meaning
Emperor The ruler of the Roman Empire.
Gladiator An armed fighter who would battle opponents to entertain crowds.
Conquer To take control of land using force.
Romanisation When invaded countries became like Rome.
Senate Similar to our parliament.
Aqueduct A large system carrying water from one place to another.
Key facts to remember:
Rome was created by two brothers (Romulus and Remus) who were abandoned after they were born.
When the Romans invaded Britain, they helped by creating roads, language and coins.
Julius Caesar was one of the most well known Emperors and helped invade countries to expand the Empire.
The Roman Empire was vast and included most of Europe!
Roman Gladiators would fight in bloody battles to entertain the people.
At the end of the Roman Empire, they faced rebellions from tribes such as the one lead by Boudicca.
We visited Arbeia Roman Fort to look at the ruins of a Roman fort.
Recommended Reads: Roman Diary- The Journal of Iliona
Ancient Rome was a powerful ancient civilisation which ruled most of Europe for around 1000 years! Lots of Europe was Romanised meaning it’s legacy is still clear today in areas such as government, architecture and language.
https://www.ducksters.com/history/ancient_rome.php- Quick read recap.
https://www.bbc.co.uk/bitesize/topics/zwmpfg8/articles/z2sm6sg- Summary and clips.
Ancient Roman knowledge check...What Ancient civilisations happened before the Roman Empire?
What is an empire?
Name a famous Emperor.
How did Rome begin?
Name a place that Rome conquered.
What impact did Rome have on Britain?
What still remains of Ancient Rome locally?
Anglo-Saxon Settlements in Britain Knowledge end points:To know that there were different tribes across England- The Angles, Saxons and Jutes.
To know how settlements changed over time.
To know that the Anglo Saxons were part of the Middle Ages.
To know the era ended in 1066 with The Battle of Hastings.
To recognise Bede as a significant part of our local history.
Skills end points:To look at the features of settlements and how they changed.
To study the Bayeux Tapestry to understand how things were recorded and to be able to explain why.
To compare how settlements were different and to explain why.
To define: kingdom, legacy
Wider Vocabulary
Meaning
Shires Areas of land which helped form our current countries.
Kingdoms Regions under the control of one leader.
Angles The early name for England
Tribes A group of people living in a settlement
We visited Jarrow hall. St Bede was a famous monk in Anglo Saxon times. Jarrow hall is an Anglo Saxon Village. We also completed Farm School learning about life for the Anglo-Saxons. Recommended Reads: Anglo-Saxon Boy and Beowolf.
The last Roman soldiers left Britain in 410. New people came in ships across the North Sea – the Anglo-Saxons. The Anglo-Saxon age in Britain was from around AD 410 to 1066. They were a mix of tribes from Germany, Denmark and the Netherlands. The three biggest were the Angles, the Saxons and the Jutes. The land they settled in was 'Angle-land', or England.https://www.bbc.co.uk/bitesize/topics/zxsbcdm- Summary clips.
Key facts to remember:
Bede (c. 672-735), known as the Venerable Bede, was an English monk, scholar, and theologian. Jarrow Hall
The era began after the Roman Empire collapsed.
Tribes from other countries such as Germany and Denmark traveled to live in England and formed Anglo-Saxon Kingdoms.
There were lots of battles- including with each other!
There were three tribes- The Angles, The Saxons and Jutes.
England was lots of small kingdoms.
The Normans led by William the Duke of Normandy invaded and defeated the Anglo-Saxon King Harold in the Battle of Hastings in 1066. This is shown in the Bayeux Tapestry.
Anglo-Saxon knowledge check...
Which time period came before Anglo-Saxon settlements?
Name the three tribes.
Where did the settlers come from?
What do we use the Bayeux tapestry to learn about?
What significant event happened in 1066?
Who took the throne in The Battle of Hastings?
The Vikings Knowledge end points:To know vikings conquered land and completed raids. To know that the land Vikings conquered was called Danelaw.
To know Vikings developed long boats to conquer lands so they could not be seen.
To know the most important city for Vikings in Britain was York or Jorvik.
To know the struggle between the Anglo-Saxons and Vikings.
To know the importance of the Gods to the Vikings and beliefs such as Valhalla.
Skills end points:To understand any misconceptions about the Vikings and why they may occur. Misconceptions include:
- Vikings wore horned helmets.- Viking were all savages.- They were lawless. - Vikings may be known as ‘The Danes’.
Wider Vocabulary
Meaning
Raids An armed attack trying to cause damage.
Longhouse Where Viking families would live together.
Longboat Ships that could sail in shallow water.
Scandinavia Denmark, Norway and Sweden
Danelaw Land in Britain taken by the Vikings.
Key facts to remember:
Vikings traveled in longboats trying to conquer and raid new lands.
Vikings came from Scandinavia.
Vikings would raid places like monasteries to take money and treasures.
The Gods were very important to the Vikings and are known as Norse Gods- Odin the King of Gods, Thor the God of Thunder and defender of Asgard, Tyr the God of War and Loki the Trickster God.
The name of most days of the week came from Vikings and their Gods- Monday (linked to the moon), Tuesday (After the God of war- Tyr and Thursday (linked to Thor the God of Thunder).
Trips and visitors:
Recommended Reads: Viking Boy
The Viking Era in Europe was from around 700- 1100 AD. The Vikings travelled from Scandinavia by boat to invade places such as Britain and Ireland- The Anglo-Saxons. Although some settled as farmers, others raided land. Areas that were conquered was called the Danelaw. https://www.bbc.co.uk/bitesize/topics/ztyr9j6/articles/zjcxwty- Summary
https://www.bbc.co.uk/bitesize/topics/ztyr9j6- Summary clips.
Viking knowledge check...Where did the Vikings invade?
Where did the Vikings come from?
How did they travel?
What is a raid?
Name a Viking God.
Name a misconception about the Vikings and explain how it appeared.
Early Islamic Civilisation Knowledge end points:To know the importance of Hindu scholars and the significance of The House of Wisdom.
To identify the achievements of the civilisation.
To know what life was like in the time period.
To know how cartography developed.
To learn about the religion of Islam.
To know about the crusades.
Skills end points:
To study artefacts including cartography and explaining why and how these changed.
Comparing artefacts to the modern day - maps.
To define and use the terms: culture, civilisation and religion.
Wider Vocabulary
Meaning
Mosque A place of worship.
Scholar A highly educated person.
Manuscript Something written by hand.
Madrassa Schools built near mosques.
Trips and visitors:
Recommended Reads:The Splendid Kingdom
This era happened alongside the Dark Ages which was occuring in Europe. The Islamic World and religion expanded quickly and there were lots of developments in learning.
https://www.bbc.co.uk/teach/class-clips-video/history-ks2-baghdad-in-900ad/zjfxpg8 - Summary clip. Life in 900 AD.
https://www.ducksters.com/history/islam/- Themed summary.
Key facts to remember:
Baghdad became the Muslim capital.
The House of Wisdom was a place where scholars came from over the world to study.
Cartography is the creation of maps and this developed in the era.
Paper was beginning to be used and symbols were used for numbers which we still use today!
Being situated between rivers, there were lots of trade routes.
The time was referred to as ‘The Golden Age of Islam’ because of its rapid expansion and advancement in science, economy and learning.
The Christians invaded Muslim lands during the Crusades.
Early Islamic Civilisation knowledge check...Where in the world was this civilisation?
What was happening in the wider world?
Why was the development of cartography an achievement of the time?
How was this time period an era of great learning?
What was developed during this time?
The Tudors Knowledge end points:To name monarchs from the Tudor period.
To understand the impact of changing monarchs.
To name Tudor explorers such as Walter Raleigh.
To understand the impact of discoveries of Tudor explorers.
To look at transport in the Tudor period.
Skills end points:To identify changes over time with transport and exploration.
To define: monarchy, exploration
Wider Vocabulary
Meaning
Explorer Someone trying to find new things or places.
Monarchy A ruling system with a monarch at the lead (King or Queen)
Reign How long a monarch is in power.
Court People who would advise a monarch.
Galleons Tudor ships.
Scurvy A disease sailors often had due to a lack of vitamins.
Key facts to remember:
Henry VII became the first Tudor monarch after defeating Richard III at the Battle of Bosworth.
The House of Lancaster and The House of York were united by Henry VII marked by The Tudor Rose ending The War of the Roses.
Tudor monarchs include:Henry VII, Henry VIII, Edward VI, Jane Grey, Mary I and Elizabeth I.
Some monarchs did not rule for long causing unrest. This was accelerated by changes to religion.
Shakespeare was a figure from the Tudor era.
Trips and visitors:We visited The National Museum of the Royal Navy in Hartlepool to look at how the Tudors would have traveled by boat.
Recommended Reads:
A time period between 1485 and 1603 in England. Henry VII was the first Tudor monarch and he was succeeded by famous monarchs like Henry VIII and Elizabeth I. It was a time of naval exploration and explorers discovered new land and items such as potatoes! It was a time of unrest with religion and the changing of monarchs.
https://www.natgeokids.com/uk/discover/history/general-history/tudor-facts/- Facts
https://www.bbc.co.uk/teach/school-radio/history-the-tudors/zkgyhbk- Vidoes on some monarchs.
The Tudors knowledge check...How many monarchs reigned during the Tudor period?
Name three Tudor monarchs.
Why may the time have been described as being unsettled.
Name an important achievement of Tudor explorers.
How did the Tudors explore the globe?
The Great Fire of London Knowledge end points:
To recall the main events of the Great Fire of London.
To recall events leading up to the fire such as The Black Death in 1665.
To know how the fire spread to quickly.
Skills end points:
To look at Samuel Pepys’ diary to gather evidence and information.
To understand why we have only have a few sources to look at to learn about the fire.
Wider Vocabulary
Meaning
Stuarts The family reigned from 1603 and 1714.
Plague A disease known as the Black Death.
Flea An insect that bites. These spread the plague.
Thames The river in London. People evacuated to the water.
Drought A time with no water which makes areas dry.
Trips and visitors:
Recommended Reads: Vlad and The Great Fire of London
The Great Fire of London occured in the capital in 1666. It caused great devastation because of the housing and layout of the city. At the time, the Stuarts were in power and Charles II was the reigning monarch. At the time, the plague named the Black Death was spread across England.
https://www.bbc.co.uk/newsround/37222884 - Summary and clip.
Key facts to remember:
The fire began in 1666 in London.
The fire began in a bakery in Pudding Lane and lasted for four days.
The fire caused great damage- 13,200 homes were destroyed and buildings live St Paul’s Cathedral.
The plague called ‘The Black Death’ was spread around England.
The fire spread because of the housing and recent drought.
Samuel Pepys kept a diary about the spread of the fire.
The Great Fire of London knowledge check...When did the Fire of London take place?
Who was the monarch at the time?
What caused the fire?
Why did the fire spread so quickly?
What is different about London today?
Development of Transport 1800- 1900 Knowledge end points:To know facts about the first flight.
To learn about the Wright brothers.
To know the significance of George Stephenson on the development of trains.
To know about the development of trains.
Skills end points:To place different ways of transport in chronological order using terms such as then, next, before, modern, old etc.
Wider Vocabulary
Meaning
Transport Taking people or things from one place to another.
Locomotive A powered railway vehicle.
Glider A plane without an engine or power.
Steam engine An engine powered by steam.
Inventor Somebody who creates new things.
Key facts to remember:
Transport began as far back as Ancient Egypt when they would sail the River Nile. It continued to be important with the Viking longboats, Tudor galleons and much later in the 1960s with the Space Race.
The Wright Brothers invented a plane (Flyer 1) which had the first powered, controlled flight in 1903.
George Stephenson was an inventor who made locomotives powered by steam.
In 1814 George designed a locomotive for the railway.
George Stephenson designed the locomotive ‘The Rocket’.
We visited The George Stephenson Railway Museum.
Transport is how people and things are moved and has been developed over thousands of years. It began in ancient civilisation and it continued to be important with the Viking longboats, Tudor galleons and much later in the 1960s with the Space Race. Transport improved as inventors created new things and technology changed.
https://www.bclm.co.uk/media/learning/library/ks1-transport-timeline.pdf -Timeline
The Development of Transport knowledge check...Who developed the first steam engine?
Name George Stephenson’s famous locomotive.
Which brothers were responsible for the first powered flight?
Which time period were there lots of developments in transport?
Local Study- Victorians at the Beach Knowledge end points:To be able to recognise local houses and landmarks that would date back to the Victorian era.
To know that the beach was a popular pastime for the Victorians.
To understand the history of our beach.
To know when Souter Lighthouse was built.
Skills end points:To visit and examine architecture from the Victorian era to find key features.
To look at change in our local area from the Victorian age to the present day.
To compare a visit to the beach to the Victorian era.
Wider Vocabulary
Meaning
Local Relating to a particular area.
Enquiry Trying to find out information.
Architecture The art of designing and creating buildings.
We visited South Shield’ beach, Souter Lighthouse and South Marine Park.
Recommended Reads: Queen Victoria’s Bathing Machine.
In the Victorian era (1837- 1901), when Victoria I was on the throne, many people spent a lot of the time at the beach in beach resorts. In our local area, lots of changes were made. Houses were built around the beach as well as South Marine Park being created and Souter Lighthouse.
Key facts to remember:
Queen Victoria ruled from 1837-1901.
Souter Lighthouse was built in 1871.
Marine Park was first opened in 1890.
Victorians spent a lot of time at beach resorts on holidays because they thought the air was clearer there.
The development of the railway meant people could travel to the seaside.
Our local area is Jarrow and South Shields.
Victorians at the Beach knowledge check...Why did Victorians start going to the beach?
Why was it easier for them to get there?
Who was the monarch during the Victorian era?
Name a Victorian landmark in South Shields?
Local Study- The Jarrow Crusade Knowledge end points:
To know the impact of significant local historical features such as Ellen Wilkinson.
To know the causes of the Jarrow Crusade.
To know the events of the Jarrow March.
Skills end points:
To compare life and work from now and the past in Jarrow.
To place the Jarrow Crusade in a timeline of history of Jarrow.
Wider Vocabulary
Meaning
Crusade A campaign for social, political or religious change.
Palmers A shipyard in Jarrow.
Protest A statement or action that shows disapproval of something.
Shipyard A place where ships are built or repaired.
Industrial Having a lot of factories and producing lots of goods.
Key facts to remember:
The Great Depression which began in America in 1929 caused problems globally with the economy.
Palmer’s shipyard was closed in 1934.
Work in the shipyards was common in Jarrow.
A march was started in November 1936 from Jarrow to London protesting against the close of Palmers.
11,000 people marched led by Ellen Wilkinson.
We visited Beamish museum where we reenacted the Jarrow Crusade.
Jarrow before the 1930s was a very industrial area where people worked in the shipyards and coal mines. The Great Depression lead to economic problems globally. As a result, Palmer’s Shipyard closed. 11,000 people marched to London from Jarrow in protest. https://www.bbc.co.uk/history/british/britain_wwone/jarrow_01.shtml- The Jarrow March
https://englandsnortheast.co.uk/jarrow/- History of Jarrow
The Jarrow Crusade knowledge check...When did the march take place?
What was the route of the march?
Which individual led the march?
Why did the march take place?
What was the impact of the march?
How is life different today?
Local Study - WW2 Knowledge end points:To know that WW2 was an international war that was mainly fought in Europe.
To know that Great Britain fought with its allies- USA, USSR and France as well as the Commonwealth countries.
To know the effect of the War locally with bombings and conscriptions and the defences put in place along the coast.
To describe life during the War in the North East.
To know War began for Britain in September 1939 ended on VE Day in 1945.
Skills end points:To look at a range of sources to form an enquiry (letters, newspaper articles, images etc).
To search an archive to find relevant sources for a study.
To compare, question and study sources to gather information for an enquiry.
To understand how we could gather information for an event within living history.
To place events during WW2 chronologically.
Wider Vocabulary
Meaning
Air raid When bombs were dropped by aircraft.
Conscription When men of certain ages were sent to join the army.
Allies The countries that Britain fought alongside.
Evacuation When children were sent to the countryside to be safer from bombings.
Key facts to remember:
Britain declared war on Germany in September 1939 after Hitler’s forces invaded Poland.
Over 1.1 million men were conscripted into The Army by the end of 1939.
The North East suffered from heavy bombings during Air Raids similar to that of The Blitz in London.
VE Day marks the end of war in Europe on May 8th 1945.
After the War, there was a development of light industries to move away from relying on heavy industry like coal mining in the North East.
We visited Beamish to see what life was like for an evacuee. We also visit our local Cenotaph on Remembrance Day yearly to pay our respects on Remembrance Day.Recommended Reads: Friend or Foe.
WW1 and WW2 were significant times in Britain as they fought across the world. Locally, troops were conscripted and sent to fight and some local places such as the shipyards were bombed. http://news.bbc.co.uk/local/tyne/hi/people_and_places/history/newsid_8699000/8699998.stm- Bombing images of North Tyneside
https://www.natgeokids.com/uk/discover/history/general-history/world-war-two/- Quick facts.
https://www.bbc.co.uk/teach/class-clips-video/history-ks2-world-war-two/zjnyscw- Summary clips.
WW2 knowledge check...What was the impact of WW2 on our locality?
Why did Britain join the war?
Who were we fighting?
When was Great Britain at war?
Who were Britain’s allies?
How do we learn about the war?
How are there so many sources of information?
Space Race Knowledge end points:To create a timeline which shows the lead up to the ‘Moon Landing’.
To name significant figures in the ‘Moon Landing’ such as Neil Armstrong.
To define the Space Race and can identify key stages.
To know the international context of the Space Race.
Skills end points:To chronologically place the Space Race with events in the wider world- The Cold War.
To understand how events in the wider world impact a time in history.
Wider Vocabulary
Meaning
Apollo A Greek God. All US space missions are named after gods.
Astronaut Someone who travels space.
Lunar Relating to the moon.
Pioneer A person who is the first to explore an area.
We visited The Centre of Life which had an exhibition all about Space!
Recommended Reads: Hidden Figures and Where We Once Stood.
The USSR and USA were both powerful countries and were in a race to conquer space during the Cold War. The Space Race took place in the 1950s and 60s. Each country developed new technology with the aim of being the first to go to space.
https://www.bbc.co.uk/bitesize/clips/z8w7tfr
https://www.dkfindout.com/uk/space/space-race/- Summary to links.
Key facts to remember:
The USSR was a communist state- it included countries like Russia, Ukraine, Poland, Czechoslovakia.
During the Cold War, the USSR and the USA were not involved in direct battle. They backed opposite sides in other wars and were spying on each other.
Sputnik was the name of the first satellite to enter space- it was from the USSR.
The USA were the first and only country to have someone step foot on the moon. Neil Armstrong was the first man on the moon in 1969 during the Apollo 11 mission.
The Space Race knowledge check...Who was involved in the Space Race?
What was the aim of the Space Race?
What was happening globally at the time of the Space Race?
Which time period did the space race occur in?
When did man first walk on the moon?
What was the name of the first satellite?
Modern Monarchy in Britain Knowledge end points:To know the name of the current Monarch and the immediate royal family members.
To know changes that have occured in the Royal Family in recent times.
To know who the future monarchs will be.
To know the legacy of the monarchy from the past such as the Commonwealth.
Skills end points:To know significant events within living memory.
Wider Vocabulary
Meaning
Reign How long a monarch is on the throne for.
Monarchy A system of ruling with a King/Queen and their Government.
Successor The person who will be next on the throne.
Throne A ceremonial chair.
Coronation The ceremony when someone is crowned.
Heir The person who will inherit the throne.
Key facts to remember:
Queen Elizabeth II’s reign began in 1952. She is the longest serving monarch and has been on the throne for nearly 70 years!
The next successor is Prince Charles, then Prince William and Prince George.
Successors are always the first born children.
The Commonwealth is a group of countries such as Australia and Canada which Great Britain has a special relationship with. They used to be part of the British Empire.
Recommended Reads:Paddington at the Palace.
Does the Queen wear her crown to bed?
In Great Britain we have a monarchy which means we have a Queen who helps to run the country with her government. After the Queen dies or abdicates, her successor will become the monarch. Next we will have a King.
https://www.youtube.com/watch?v=inKSvLk7kiI - Elizabeth II’s Coronation
https://www.bbc.co.uk/news/uk-23272491- Royal family tree
Modern Monarchy knowledge check...Who is our current monarch?
How long has Elizabeth’s reign been?
Who will be next on the throne?
What is the legacy of the Commonwealth?
KS1- Significant Historical Explorers Knowledge end points:
To name historical figures within and outside of living memory.
To know the achievements of these figures and to explain the impact of these.
To identify some local figures who have had an impact on history- Jack the Blaster.
Skills end points:
To understand where significant figures are placed in history.
To compare modern historical figures with those in the past.
Wider Vocabulary
Meaning
Living Memory An event or time that can be remembered by a living generation.
Historical figure
Someone who changed history.
Legacy The things a person or time may be remembered for.
Key facts to remember:
Robert Falcon Scott - A Royal Navy Officer who led expeditions to the Antarctic regions in the early 1900s.
Lewis Pugh- A modern endurance swimmer who advocates for the protection of the ocean.
Jack the Blaster - A man who made a home of Marsden Grotto. He was a smuggler in the 1700s.
Blackbeard also known as Edward Teach was a British pirate who traveled the West Indies and North America in the 1700s.
We visited Marsden Grotto to see Jack the Blaster’s home. We received a skype call from Lewis Pugh!
Lewis Pugh https://lewispugh.com/my-story/
Captain Robert Falcon Scott- https://www.bbc.co.uk/teach/class-clips-video/ks2-robert-falcon-scott/zdhdgwx
Jack the Blaster (paragraph)- http://robertpriddy.com/Curios/South%20Shields%20curios/Grotto.htm
Blackbeard- https://www.exploration-and-piracy.org/pirates/blackbeard-the-pirate.htm
Significant Figures knowledge check...Where did Robert Falcon Scott and his team travel to?
What did they discover?
How do we know about his expedition?
How is he similar to Lewis Pugh?
What was Jack the Blaster’s job?
Why is he called Jack the Blaster?
Where did he set up his home?
How is he different from Jack the Blaster?
Toys Knowledge end points:To talk about toys I played with as a baby and which toys I play with now.
To understand how toys have changed.
To identify old and modern toys.
To read a timeline.
To order toys in chronological order.
Skills end points:To suggest when toys may be from and explain my reasoning.
To study different artefacts- toys.
To compare modern and older toys.
Wider Vocabulary
Meaning
Artefact An object we look at to learn about the past.
Chronological Putting things in order of when they happened.
Modern Something that is new or recent.
Victorian A time when Queen Victoria was the monarch.
Ancient civilisations
A time period which was thousands of years ago.
Key facts to remember:
An artefact is an object we study to learn about history.
Toys were made in ancient civilisations such as Ancient Egypt.
Toys in the Victorian era were usually made from wood, metal or paper.
Boys and girls may have played with different toys.
Toys have changed through time as technology changes.
We visited the Discovery Museum to look at different toys from different time periods.
Recommended Reads: Lost in the Toy Museum
Toys have changed throughout the ages as technology changes. There is evidence of toys as early as Ancient Egypt in an ancient civilisation. The toys children played with may depend on whether they were a boy or girl or depending on how much money their family had.
https://www.thegeniusofplay.org/genius/time/toy-timeline.aspx- Toys from the decades in chronological order.
Toys knowledge check...Who was the Queen during the Victorian era?
When was the Victorian era?
What toys would Victorian children play with?
What toys may your parents have played with?
What toys did you play with when you were a baby?
Why have toys changed?
