Year 1 Communication Over Time (8 hours)
Chronology Location Conflict Travel & Exploration
Lifestyle (e.g. homes, pastimes,
food, clothing, beliefs)
Artefacts
Links Back
New
Learning
The most critical part of this unit
is to develop a sense of what
history actually is – the
understanding of what has
happened before and how it always
influences what happens next.
The children will learn how methods
of communication have changed
hugely over the last century. The
first telephone was invented by
Alexander Graham Bell in 1876. They
will explore how phones have
changed over time and evolved into
smart phones. The children will also
look at the first computer and how
these have changed and developed
overtime alongside phones. The
children will spend time learning
about Tim Berners-Lee who invented
the world wide web in 1990.
Alexander Graham Bell and Tim-
Berners Lee are both British
inventors. Children should know that
many famous inventors and
inventions came from Britain, which
is increased Britain’s influence in the
world.
Now, much of this technology comes
from China and the USA.
The children will learn that before
methods of communication were
developed over time, messages and
news were communicated through
travelling to deliver them directly
(e.g. telegrams). This meant that
everything happened at a much
slower pace in the world. For
example, to get a message by ship
from Australia to England before
the invention of the phone would
take about 100 days!
The children will learn that
telephones and computers to
communicate have become an
essential part of daily life – they
mean that we can communicate much
more quickly and therefore do
things much more quickly. The world
wide web is hence one of the most
influential inventions of all time.
Web pages are used to share
information, communicate, discover
sports, arts, to listen to music, play
games, to read and to learn. Almost
every aspect of daily life can be
seen and shared online.
Another critical part of this unit
is understanding artefacts as our
only sources on information for all
history units to come. Children
need to handle primary resources i.e.
actual old phones and computers but
also see photos and read about them
too (secondary sources)
Next
Learning
The children will look at how flight
has changed over time.
The children will look at other
British people including Queen
Victoria.
The space race technology changes
over time sparked the Cold War.
The children will learn how
communication was during the times
of famous people including Queen
Victoria and Grace Darling.
Children will learn about the culture
during the times of famous British
people.
Children will continue to use and
understand the terms primary and
secondary sources through using
them to form opinions.
Vocabulary Past
Invented
Changed
Develop
Recent
British
England
Scotland
Communication
World wide web
Internet
Digital
NC Links Develop an awareness of the
past, using common words and
phrases relating to the passing
of time
Know where the people and
events they study fit within a
chronological framework and
identify similarities and
differences between ways of
life within different periods
Use a wide vocabulary of
everyday historical terms
Ask and answer questions,
choosing and using parts of
stories and other sources to
show that they know and
understand key features of
events.
Changes within living memory.
The lives of significant
individuals in the past who have
contributed to National and
International achievements.
Understand some of the ways in
which we find out about the
past and identify different
ways in which it is represented.
Aspiration The children to visit the school office and talk with the school staff about their role and the reliance on phones and computers/internet to do their jobs. Discussion around what their jobs would be like without this modern technology.
Cultural
Capital
The best that’s been said and done – Alexander Graham Bell and Tim Berners Lee
Year 1 Flight Over Time (8 hours)
Chronology Location Conflict Travel & Exploration
Lifestyle
(e.g. homes, pastimes, food,
clothing, beliefs)
Artefacts
Links Back The children have learnt how phones
and digital technology has changed
over the last century and affected
how messages were spread remotely
– they will now do the same with
flight and understand that people
now had a desire to do this in
person.
The children have learnt about key
inventors in Britain when learning
about communication over time. They
are now exploring key events
elsewhere in the world for the first
time.
The children have learnt about
communication over time.
The children have looked at primary
and secondary sources of evidence
when looking at phones and
computers over time.
New
Learning
The most critical part of this unit
is to develop a sense of what
history actually is – the
understanding of what has
happened before and how it always
influences what happens next.
The first flight of an engine-
powered aeroplane took place in
1903 from the Wright brothers who
had numerous failed attempts. The
children will explore this key event
and then learn about how planes
have changed and developed over
time, making flight quicker, safer
and more convenient. They will also
then explore the history of rocket
technology, leading up to Neil
Armstrong’s first moon landing in
1969.
The first flight was in North
Carolina, USA.
Neil Armstrong was American and
worked for NASA – Kennedy Space
Centre, Florida, USA.
The Soviet Union were part of the
space race as they were trying to
challenge / replicate the technology
of the USA.
The Soviet Union became the first
country to send a man into space –
Yuri Gagarin. The USA and Soviet
Union entered into a space race; the
two countries were rivals and both
wanted to prove they had the best
scientists and technology. This
developed into the Cold War, which
was the first time that nations so
far apart had been threaten each
other’s homelands. They applied the
weapons (nuclear) technology had
invented and mounted them on long-
range rockets to threaten one
another.
Stories of attempts to fly can be
seen throughout history e.g. kites,
gliders, hot air balloons etc. The
aeroplane has brought people closer
together to live, work and trade and
is a part of everyday life for millions
of people across the world. This was
a stepping stone to space travel.
Space exploration has allowed
humans to learn a great deal about
the planets and stars in space.
People have much greater option to
travel further and in less time for
leisure and for work. The invention
of the aeroplane has really opened
up the world for people to spread
and share ideas.
The moon landing was a huge
National event which many people
watched huddled around the few
TVs which some people then had.
Space travel has brought about
surprising innovations which we use
every day e.g portable vacuum
cleaners, instant coffee.
Another critical part of this unit
is understanding artefacts as our
only sources on information for all
history units to come.
Mostly secondary sources of
evidence will be used to help us find
out more in this unit.
Photographs and reports of the first
flight.
Models and pictures of planes over
time.
Moon landing – newspaper cuttings,
reports, photographs of the landing.
Next
Learning
The children will study other famous
British people.
The children, in Year 2, will learn
about events resulting from conflict
including Spanish Armada, The
Gunpowder Plot & the Battle of
Hastings.
The children will touch upon travel
with Grace Darling – she became
famous because Britain had become
the most successful maritime nation.
Parts of the British culture and
pastimes will be explored through
units on famous people.
The children will continue to develop
their understanding of historical
events through primary & secondary
sources.
Vocabulary Past
Invented
Changed
Develop
Recent
American
NASA
U.S
Soviet Union
Rivals
Conflict
Race
Moon
Gravity
Space
Achievement
Travel
Leisure
Explore
NC Links Develop an awareness of the
past, using common words and
phrases relating to the passing
of time
Know where the people and
events they study fit within a
chronological framework and
identify similarities and
differences between ways of
life within different periods
Use a wide vocabulary of
everyday historical terms
Ask and answer questions,
choosing and using parts of
stories and other sources to
show that they know and
understand key features of
events.
Changes within living memory.
The lives of significant
individuals in the past who have
contributed too National and
International achievements.
Events beyond living memory
that are significant nationally or
globaly.
Understand some of the ways in
which we find out about the
past and identify different
ways in which it is represented.
Aspiration Possible visit to an airport for possible job opportunities and to promote a desire to want to travel – combine with below
Cult Cap Possible trip to aviation museum
Year 1 Queen Victoria (6 hours)
Chronology
Location Conflict
Travel & Exploration
Lifestyle
(e.g. homes, pastimes, food,
clothing, beliefs)
Artefacts
Links Back The Victorian era came before the
modern forms of communication and
flight that the children have learnt
about.
The children have learnt about
British people and will now find out
about one of the most influential
British Queens and the countries of
the commonwealth.
The children have touched on
countries engaged in conflict (or the
threat of it) when they learnt about
the Cold War and space race.
The children have learnt about flight
over time which, came after the
Victorian era. Hence, the fastest
and easiest way to travel was still by
ship.
The children have explored primary
sources when looking at
communication over time. They will
now look predominately at secondary
sources to find out more about
Queen Victoria.
New
Learning
The children will learn that in 1837
Queen Victoria became monarch.
She went on to become Britain’s
second longest reigning monarch –
only our current Queen Elizabeth II
has reigned longer.
She died in 1901.
She was a popular Queen who helped
to improve the relationship between
the public and the monarchy. That
was her legacy as well as that of the
British Empire.
Queen Victoria ruled over Britain
for 64 years. Her husband, Prince
Albert, was from Germany.
When Victoria came to the throne,
Britain already ruled over Canada,
India, Australia, New Zealand, and
parts of Africa. It was already a
large empire. By the time Queen
Victoria died in 1901, the British
Empire was the largest the world
had ever seen and Britain ruled over
¼ of the world’s people.
The reason for this conquering
expansion was that Britain was
looking for new markets to trade
their industrial revolution goods
with, as well as for other countries
where they could exploit the natural
resources and people (cheap labour
etc.)
This will be first time that children
encounter historical conflict on a
large scale as an expansion of
territory.
They should learn that conflict in
history is almost always as a result
of the things:
1) Exerting power over other
countries
2) The search for wealth /
economic gain through
conquest
This was certainly the case for the
conquering of countries in the
British Empire. Wealth was
exploited from these countries
through the taking of their natural
resources (jewels, metals, fuels etc.)
as wealth as the exploitation of
their people through cheap and
forced labour.
The Empire led to Britain becoming
the most wealthy nation in the world.
In 1837 as flight was not yet an
option, the Victorians had to travel
long distances by ship. Because
Britain is an island, sea-faring skill
was vital and highly-prized.
Consequently, Britain developed the
biggest navy and merchant navy in
the world, which it used to transport
its manufactured goods all over the
world, primarily to its empire, where
it would unload them to sell and then
use the empty ships to bring back
precious commodities that had been
taken from the countries under its
rule. This trade made Britain
exceptionally wealthy and a leading
player in world politics.
Railways, originally built to transport
goods (Britain led the world in
industrial manufacturing), meant
people could travel easily around the
country for the first time.
When Queen Victoria came to
power, there had only been five
(some disputed) ruling Queens in the
preceding 1000 years – and most of
these only ruled for a very short
time! Queen Elizabeth was really
the only other significant Queen of
England before this time. Victoria
was very powerful and consequently
instrumental in changing public
opinion of women. Queen Victoria
and Prince Albert attended public
events which made them popular and
they supported many charities. They
were responsible for creating public
facilities such as libraries /
museums and art galleries i.e. The
Royal Albert Hall. During her reign,
the number of people in Britain more
than doubled, causing a huge demand
for food, clothes and housing.
Victoria and Albert changed how the
monarchy were viewed as they were
seen to care about these issues of
the common people and influential in
the building of new houses and
facilities for the people. Factories
were built to meet this demand and
new towns grew.
A critical part of all history is using
artefacts to understand the past –
history simply would not be possible
without primary and secondary
resources and children must
understand this.
The Victoria and Albert Museum
houses over 4 million objects each
telling a story about life in the past.
Victoria wanted the public to see
these.
Maps of expanding Empire
Newspaper articles
Pictures / photographs
Next
Learning
The children will learn about Grace
Darling & Florence Nightingale in a
similar period in History.
Grace Darling and Florence
Nightingale were similarly Victorian
British females.
Children will learn about innovation
as a result of some of these
conquests for Empire expansion – i.e.
Florence Nightingale and nursing
during the Crimean War.
Grace Darling lived on the coast.
Lighthouses were vitally important
to Britain due to the huge scale of
shipping.
The children will learn more about
Grace Darling and Florence
Nightingale who became popular
heroines. People’s perception of
women was changing.
Vocabulary Monarch Queen
Reign Legacy
Victorian
London
Britain
Commonwealth
Empire
Conquest
Conquer
Victorian
Heroine
Courageous
Significant
NC Links Develop an awareness of the
past, using common words and
phrases relating to the passing
of time
Know where the people and
events they study fit within a
chronological framework and
identify similarities and
differences between ways of
life within different periods
Use a wide vocabulary of
everyday historical terms
Ask and answer questions,
choosing and using parts of
stories and other sources to
show that they know and
understand key features of
events.
The lives of significant
individuals in the past who have
contributed to National and
International achievements.
Events beyond living memory
that are significant nationally or
globally.
Understand some of the
ways in which we find out
about the past and identify
different ways in which it is
represented
Aspiration Become a Historian – studying previous monarchs, working in museums.
Cult Cap Visit London – Buckingham Palace, Victoria & Albert museum – train, underground etc.
Year 1 Grace Darling (4 hours)
Chronology Location
Conflict
Travel & Exploration
Lifestyle
(e.g. homes, pastimes, food,
clothing, beliefs)
Artefacts
Links Back The children have learnt in their
‘Communication over time’ unit that
200 years ago, radios and telephones
were not yet invented and
communication was usually written.
The children have not yet looked at
maps of the UK in History. They
have in Geography and this
knowledge will need to be re-
activated.
The children have learnt about the
first powered flight in 1903 and how
flight then developed over time
from this point. The children have
learnt that people instead relied
heavily on shipping for moving goods
and people.
The children have learnt that in this
period of time, news was
communicated to the masses via
newspapers (in their communication
over time unit). They also know that
communication was not instant as it
can be today – it took much longer.
The children have used primary
sources of evidence when looking at
the change in phones and internet
over time, and secondary sources
when exploring the change in flight
and space exploration over time, as
well as Queen Victoria’s reign.
New
Learning
The children will learn that in 1838
Grace Darling completed a rescue
which would bring about vital change
in the use of lifeboats.
Grace’s father was the keeper of
Longstone Lighthouse on the tiny
Farne islands. During thje night of
7th September, 1938, Grace saw a
wreck of a steamship from her
window. Knowing that it would take
too much time to send a message to
the lifeboat, she set off with her
father in the storm and rescued 9
survivors.
Grace’s rescue happened on the
Farne Islands, Northumberland, UK.
People and goods were travelling long
distances by ship to move between
different cities and countries for
trade. This was despite it being
common knowledge that sailing in
this part of the North Sea was very
dangerous. Lighthouses were
therefore a very common and a
crucial part of this infrastructure.
The steamship was being used much
during the Victorian era as it was
not governed by wind direction - it
could therefore sail anywhere and
this dramatically changed where and
when people could go.
The children will learn that Grace
lived during the Victorian period
where women were treated
differently to men. At this time,
many people never imagined that a
young woman would be able to do
something so courageous. She was a
national heroine and people wrote to
her from all over the world to
congratulate her (including Queen
Victoria). People never though it
possible that a young girl could do
something like this – Grace’s exploits
continued to help change public
perception.
A critical part of all history is using
artefacts to understand the past –
history simply would not be possible
without primary and secondary
resources and children must
understand this.
Silver medal for Gallantry
Letter from Queen Victoria
Newspaper Report
Pictures/paintings of the boat and
rescue
(There is a Grace Darling museum
full of artefacts in Bamburgh)
Next
Learning
The children will be learning about
Florence Nightingale during a similar
period in History.
The Vikings also landed here in
Northumberland after crossing the
North Sea.
Florence Nightingale travelled by
sea. Year 2 units: the Black Death,
The Spanish Armada & B of Hastings
involved sea travel.
The expectations of life for
Florence Nightingale.
Vocabulary Society
Rowing boat
Lifeboats
Survivors
Lighthouse
North Sea
Steamship Victorian
Heroine
Courageous
Significant
NC Links Develop an awareness of the
past, using common words and
phrases relating to the passing
of time
Know where the people and
events they study fit within a
chronological framework and
identify similarities and
differences between ways of
life within different periods
Use a wide vocabulary of
everyday historical terms
Ask and answer questions,
choosing and using parts of
stories and other sources to
show that they know and
understand key features of
events.
The lives of significant
individuals in the past who have
contributed too National and
International achievements.
Events beyond living memory
that are significant nationally or
globally.
Understand some of the
ways in which we find out
about the past and identify
different ways in which it is
represented.
Aspiration Visit Calshot RNLI station
Cult Cap
Year 1 Florence Nightingale (6 hours)
Chronology
Location
Conflict
Travel & Exploration
Lifestyle
(e.g. homes, pastimes, food,
clothing, beliefs)
Artefacts
Links Back The children have learnt about
Queen Victoria and Grace Darling,
both influential females who lived at
this time.
The children have not yet studied
many world maps – other than
briefly to see the size of the British
Empire. Re-activate this knowledge.
Children have learnt about the
British Empire under the reign of
Queen Victoria. They understand
why countries pursued empires –
usually for economic gain.
The children have learnt that in this
period of time, there were other
influential females who overcame
the barriers of Victorian society.
Looking at primary & secondary
sources of information.
New
Learning
In 1851 Florence trained ion nursing
and became an inspirational nurse
who changed the face of nursing
from a mostly untrained profession
to a highly skilled and well-
respected one.
1853 – Crimean War breaks out
between Russian and Ottoman
Empires
1854 – Britain joined the Crimean
War on the side of the Ottoman
Empire, worried that Russia was
winning and would gain more
territory for their Empire if
victorious.
She was born in Florence, Italy but
grew up spending her Summers in
Hampshire, just outside Romsey.
As a nurse she went to the Crimea
(part of Russia / Ukraine in modern
day) to nurse the wounded British
soldiers in the Crimean War.
1854 – War broke out between the
Russian and Ottoman (modern-day
Turkey) Empires. Great Britain sent
soldiers to Crimea to fight on the
side of the Ottomans. This was
because Britain was worried that
the Russian Empire was expanding
rapidly and was therefore a threat
to their domination of Europe.
Britain did not want Russia to win
and grow their Empire ever larger by
taking over the Ottoman territory.
The Crimea was also strategically
important as it was the start of the
Silk Road – the main overland trade
route from Europe to Asia. Any
cities on trade routes always grow
wealthy as lots of money and
materials pass through them.
The children will learn that when
Florence was born many girls did not
receive any form of education.
However, her father believed all
women should receive an education
so he taught her. Nursing was not
thought to be a suitable profession
for an educated woman but in 1851
her father gave his permission for
her to train. She improved the
conditions of hospitals by training
nurses and improving insanitary
conditions after witnessing how poor
they were in battlefield hospitals.
Her legacy is that she realised that
these dirty, unhygienic conditions
meant many soldiers were dying of
infections, rather than actually of
their wounds. This changed nursing
forever.
A critical part of all history is using
artefacts to understand the past –
history simply would not be possible
without primary and secondary
resources and children must
understand this.
She published a book – ‘Notes on
Nursing’.
Photographs
Oil Lamp
Paintings
Next
Learning
The health care in Britain during the
time of the Black Death.
British history including London. Spanish Armada, Gunpowder Plot and
The Battle of Hastings.
How religion impacts on British life
(The Gunpowder Plot & The Spanish
Armada)
Health care: The Black Death
Vocabulary Hampshire
Crimean War
Soldiers
War
Education
Profession
Nursing
Insanitary conditions
NC Links Develop an awareness of the
past, using common words and
phrases relating to the passing
of time
Know where the people and
events they study fit within a
chronological framework and
identify similarities and
differences between ways of
life within different periods
Use a wide vocabulary of
everyday historical terms
Ask and answer questions,
choosing and using parts of
stories and other sources to
show that they know and
understand key features of
events.
Significant historical events,
people and places in their own
locality.
The lives of significant
individuals in the past who have
contributed too National and
International achievements.
Events beyond living memory
that are significant nationally or
globally.
Understand some of the
ways in which we find out
about the past and identify
different ways in which it is
represented.
Aspiration Visit from a nurse / doctor to inspire a medical profession.
Cult Cap
Chronology
Location
Conflict
Travel &
Exploration
Lifestyle
(e.g. homes, pastimes, food, clothing,
beliefs)
Artefacts
Links Back This unit is the furthest back in
time so far which the KS1 children
have studied.
Previous units have
concentrated on England – both
people and events. Children
have looked at the North of
England when learning about
Grace Darling.
The children have previously learnt about the
conflict for economic and territorial gain when
studying Victoria’s British Empire, as well as
Britain fighting against Russia on the side of
the Ottomans in The Crimea (Florence
Nightingale study) to prevent the Russian
Empire gaining territory.
English culture and pastimes have been learnt about
in previous units when studying famous people.
Children have studied both primary
and secondary sources of historical
artefacts but not their reliability or
potential bias.
New
Learning
The Battle of Hastings is one of the
most important battles in English
history. It took place on 14 October
1066 and was the start of the
Norman conquest of England. The
battle was between two rivals for
the English throne: William, from
Normandy in northern France, and
an Anglo-Saxon called Harold. After
beating King Harold's army in
battle, William the Conqueror
marched on to London. He was
crowned King William I of England
on Christmas Day, 1066.
Stamford Bridge, England
Hastings, England
Normandy, France
King Edward the Confessor of England died in
January 1066. This started a conflict for
control of England (a rich and productive land)
between Harold Godwinson of England, William
of Normandy and the Viking King of Norway,
Harald Hardrada. When the old King Edward
died, a power battle ensued. Harold Hardrada
invaded from Norway but was defeated in the
Battle of Stamford Bridge by Harold
Godwinson of England. But, in the meantime,
William of Normandy had landed / invaded in
the south near Hastings (at Pevensey) and
Harold of England had to march his army the
length of England to engage in a second battle!
William landed with about 10,000 men. He
came face to face with Harold's army just
outside Hastings a few days later. Harold had
lined his army up at the top of Senlac Hill. The
Norman army used archers & cavalry but
Harold's army used their shields to make a
shield-wall to protect themselves. The battle
went on for a long time and both sides had
chances to win, until William pretended to
retreat. Harold's army chased them but it was
a trick; William and his soldiers turned back to
fight. During the fighting King Harold was
killed. William had won and was consequently
named ‘The Conqueror’.
English language and culture were
changed forever once William the Conqueror was
crowned and his descendants have ruled ever
since – this legacy is the reason why this conflict
was so important to England.
Norman motte and bailey castles were introduced
(Tower of London etc.) which reshaped warfare in
England, reducing the necessity for and risk of
large-scale field engagements. 500 were built to
subdue the Anglo-Saxon people.
Huge cathedrals were built too – Winchester,
Salisbury.
The Domesday Book was compiled – a list of who
owned what (land, buildings etc.) in England. The
rich (Lords) took the land and servants were
employed to work on it for the Lord’s benefit
(feudalism)
Trade (and therefore communication) with France
and continental Europe hugely increased which
meant fashions, clothing changed.
Our English language, which used to be based on
Anglo-Saxon Germanic (Saxony is a region of
Germany), changed greatly and became much more
like French – 10,000 current English words are
derived from French)
A critical part of all history is using
artefacts to understand the past –
history simply would not be possible
without primary and secondary
resources and children must
understand this.
One of the most famous historical
sources in the world, the Bayeux
Tapestry tells the story of the
Norman invasion in great detail. It
even shows how it is believed King
Harold II was killed.
Children can study pictures of this.
Children should know that this may
seem like a contemporary source
but it was actually made much after
the battle. It is also believed to be
biased towards the Norman point of
view, which is a good opportunity to
discuss the reliability of sources
with children. Potential link to
today’s social media / fake news
equivalence.
Next
Learning
Vocabulary Monarchs
Norman
Conquest
France Conflict Conquer / Conqueror
Tactics Retreat
Archers
Cavalry
Language
Culture
Descendants
NC Links Develop an awareness of the
past, using common words and
phrases relating to the passing
of time
Use a wide vocabulary of
everyday historical terms
Ask and answer questions,
choosing and using parts
of stories and other
The lives of significant individuals in the
past who have contributed too National
and International achievements.
Events beyond living memory that are
significant nationally or globally.
Understand some of the
ways in which we find out
about the past and identify
different ways in which it
is represented.
William the Conqueror & Battle of Hastings (6 hours)
Know where the people and
events they study fit within a
chronological framework and
identify similarities and
differences between ways of
life within different periods
sources to show that they
know and understand key
features of events.
Significant historical
events, people and places
in their own locality.
Aspiration A career in the army. Visitor to talk about battle techniques then and now.
Cultural
Capital
New Forest visit to see the Rufus Stone – where William’s son, King Rufus II, was killed. It is speculated that he was shot by his own Sir Walter Tyrell, for his cruelty and greed has grown too much. William Rufus’ was buried in
Winchester Cathedral.
Chronology
Location
Conflict
Travel & Exploration
Lifestyle
(e.g. homes, pastimes, food,
clothing, beliefs)
Artefacts
Links Back Children will know about the spread
of Covid-19 disease from their own
experience of it.
The children will be learning about Britain in
Europe as part of their 1st Year 2 Geography
unit – Mapping the World. This is an event
which spread throughout the globe.
The children have learnt that sea
travel was very common around
Britain before flight was invented.
It was the only form of international
travel in and out of Britain.
The children have learnt that in this
period of time, news was
communicated to the masses via
newspapers. Some people wrote
diaries, like Samuel Pepys.
The children have explored primary
and secondary sources in Year 1.
The have learnt that insanitary
conditions lead to infection spread
when studying Florence Nightingale.
New
Learning
The children will learn that the
bubonic plague is an ancient disease
that is carried by the fleas that live
on rats. In the 1300s’ it spread
across Europe killing more than 25
million people. It became known as
the Black Death because of the
black patches that appeared on
victims' skin.
There were outbreaks of the same
disease as late at the 1500’s as
there was no vaccine or cure (there
still is not today) although it was at
its worst in the 1300’s.
Location of London as the main port in
England.
Location of England in Europe.
The Black Death most likely originated in
Central Asia or East Asia in 1346, from
where it travelled along the Silk Road
(overland trade route to Asia), reaching
Crimea (starting point for the Silk Road) by
1347.
From here it travelled on merchant ships to
the rest of Europe (including Britain) and
North Africa.
It arrived in Britain in 1348. Discuss with
children why the Black Death infection took
years to reach Britain and the Covid-19
infection took only days or months.
By the 1300s, travel in and across
Europe was very common by ship.
People moved regularly to trade
goods with other people. Trade
brought money and materials and
was an essential part of daily
life. Unfortunately, travellers and
rats also spread infection and
disease. The Black Death spread
across Europe and millions of people
died as a result.
The Black Death spread disease,
death & panic everywhere, affecting
rich & poor families alike. A white
cross was painted on the door on a
house of someone who had it as a
warning to others to stay away.
Some people tried to help nurse the
ill & dying; others buried the dead in
burial pits on the outskirts of towns
to prevent the spread of infection.
A critical part of all history is using
artefacts to understand the past –
history simply would not be possible
without primary and secondary
resources and children must
understand this.
An eyewitness, Samuel Pepys, wrote
a recount of the plague in his famous
diary. Extracts from his diary, and
other contemporary ones, help
us to learn more about what London
was like at the time (insanitary, lack
of healthcare) and therefore why
the plague spread so easily and what
was done to try and stop it.
Next
Learning
The children will continue to look at
primary and secondary sources of
historical evidence.
Vocabulary Ancient
Plague
Merchant (ships)
British
England
London
Artefacts
Objects/paintings/pictures
Evidence/diary/reports/chronicles
Same Different Eye witness
NC Links Develop an awareness of the
past, using common words and
phrases relating to the passing
of time
Know where the people and
events they study fit within a
chronological framework and
identify similarities and
differences between ways of
life within different periods
Use a wide vocabulary of everyday
historical terms
Ask and answer questions, choosing and
using parts of stories and other sources
to show that they know and understand
key features of events.
Understand some of the ways in
which we find out about the
past and identify different
ways in which it is represented.
Aspiration
Cult Cap
The Black Death (6 hours)
Chronology
Location
Conflict
Travel & Exploration
Lifestyle
(e.g. homes,
pastimes, food,
clothing, beliefs)
Artefacts
Links Back Children have studied European
history and some worldwide
expansion through the British
Empire. Children will have just
learnt about continents and
oceans in Geography at the start
of Year 2.
Children know about the reasons for and purpose
for seeking and settling new lands (for trade and
exploitation) through their learning about the
British Empire (Queen Victoria), Russian Empire
(Florence Nightingale) and William the Conqueror.
The children know about ship exploration through
their study of the British Empire (Victoria),
Grace Darling and the Black Death.
Children have studied many
secondary artefacts and some
primary. They understand that
everything we know about the past is
informed by these sources. They
have begun discussion about the
reliability of them during the study
of William the Conqueror.
New
Learning
There is some evidence that
a Viking named Erik the Red
(Greenland) and his son, Leif
Erikson (mainland Canada)
sailed to North America in
approx. 1000AD. They did
not stay however and sailed
back to Iceland and
Scandinavia.
Christopher Columbus was an
Italian explorer who sailed
from Spain to America in
1492 (landing in the
Bahamas). He is famous
because it was because of his
voyage, the large scale
colonisation of the Americas
happened.
Christopher Columbus died in
1506.
The Italian explorer first set
sail in 1492 looking for a new,
quicker sea-trade route to Asia.
He was employed on behalf of
the Spanish King who believed it
would be possible to sail West
rather than East to reach China
and India as they knew the
world was spherical. At this
time, no-one knew the huge land
masses of North and South
America were there! They were
setting sail into the absolute
unknown.
It is important for children to
know that America wasn’t
‘discovered’, there were millions
of indigenous / native people
living there.
Once Columbus had landed in the Americas it
began a race to colonise them amongst the
European powers (those who had the strongest
navies) Britain, France, Spain and the
Netherlands. This brought them into conflict
with each other and many sea battles were
fought – the race for empire expansion and
therefore economic gain through exploitation of
the new lands and people took us to war with
each other. It also gave rise to large-scale
piracy in the Caribbean Sea as the pirate ships
attacked the vessels of other nations that were
transporting riches (gold etc.) back to Europe
across the Atlantic.
The civilisations that existed in America before
Columbus’ arrival were nearly totally destroyed
by war, disease (native people had zero immunity
to virulent, deadly European diseases like
smallpox – sometimes Europeans even used them
as chemical weapons; there are cases of the
British ‘gifting’ blankets infected with smallpox
to local tribes in order to eliminate them) and
slavery. It is estimated that there were approx.
60 million people living in the Americas before
the European expansion. It is believed that 90%
(54 million) of this population died as a result of
European greed. The natural wealth had not been
exploited as had the rest of the world but now it
would be.
Columbus was trying to find India and China. He
named the islands he arrived at The West Indies
and introduced European culture and beliefs to
this ‘New World.’ European countries and sailors
returned from the New Worlds with gold, plants
and animals, which they then traded and made a
lot of money from. Columbus was not the first to
set foot in the Americas, Vikings such as Leif
Eriksson had landed some 500 years previously.
Many sailors settled in ‘The New Worlds’ and
built villages close to rivers and sea ports. As
more Europeans settled, the villages grew into
towns and cities.
The Europeans brought
technologies, ideas,
plants, and animals
that were new to
America and would
transform peoples'
lives: guns, iron (hard,
strong) tools, and
other weapons;
Christianity
(Europeans were intent
on converting native
populations) and Roman
law; sugarcane and
wheat; horses and
cattle.
A critical part of all history is using
artefacts to understand the past –
history simply would not be possible
without primary and secondary
resources and children must
understand this.
Pictures, models, maps
Next
Learning
Britain and France were the two most powerful
navies in Europe (rivals) as a result of the
expansion into the ‘New World’. Next, the
children will learn how they came to war with
each other – The Spanish Armada
Queen Elizabeth I was coronated in 1533; she
was in favour of exploiting the Americas and
sponsored explorers to do so in her name – Sir
Walter Raleigh.
Children will learn
about how religious
beliefs – and the
desire to spread them
– can lead to
disagreement and
conflict.
Vocabulary Legacy Indigenous Disease Explorer Trading
Civilisation Slavery
Centuries Settlements
Colonised Native
Christopher Columbus & The New World (4 hours)
NC Links Develop an awareness of
the past, using common
words and phrases
relating to the passing of
time
Know where the people
and events they study fit
within a chronological
framework and identify
similarities and
differences between
ways of life within
different periods
Use a wide vocabulary of
everyday historical terms
Ask and answer questions,
choosing and using parts of
stories and other sources
to show that they know and
understand key features of
events.
The lives of significant individuals in the past
who have contributed too National and
International achievements.
Events beyond living memory that are
significant nationally or globally.
Understand some of the
ways in which we find out
about the past and identify
different ways in which it is
represented.
Aspiration Travelling to a new country. Travel by sea. Experiencing a new culture.
A career at sea. Working in the travel and tourism industry.
Cultural
Capital
Chronology
Location
Conflict
Travel & Exploration
Lifestyle
(e.g. homes, pastimes, food, clothing,
beliefs)
Artefacts
Links Back The children have learnt
about British people and a
Queen. They will now find out
about another British Queen
and a victory that kept
Britain safe whilst also
increasing its global power
and influence – after the
Armada was defeated Britain
ruled the seas.
Children have learnt during ‘The New
World’ that Britain and Spain were
military rivals.
They have learnt much about conflict
as a result of the conquest of new
lands – Queen Victoria, Florence
Nightingale, William the Conqueror.
Children will have learnt about
travelling by boats for reasons
including trade - The Black Death,
Christopher Columbus, Grace
Darling, Queen Victoria
Children have learnt during the study of the Queen
Victoria that women were viewed differently and
wrongly in the past. They have not yet known religion
as a cause for change or conflict.
New
Learning
The Spanish Armada was a
large and powerful fleet of
ships, built on the orders of
King Philip II of Spain as he
planned to invade England
and overthrow Queen
Elizabeth I. The
Spanish set sail in May 1588
and met the English fleet in
battle off the coast of
Plymouth on 21 July.
Plymouth, England
Spain
Calais, France
Spain and England had emerged as
the powerful nations in Europe – much
of this was because of the huge
wealth they had both amassed
through their conquest of the
Americas.
The English were led by Sir Howard
of Effingham and Sir Francis Drake.
What followed was a famous victory
for the English sailors. They won
because of clever tactics, some
mistakes by the Spanish & terrible
sailing conditions. The defeat of the
Armada saved England from invasion
and possible conquest. The victory
allowed the English to start building
the most powerful navy the world had
ever seen.
Through English experience of
sea-travel in the preceding
century, English ships were
lighter (faster and more
manoeuvrable) than the Spanish &
also had better cannons. Spanish
ships were larger, with more less-
powerful cannon.
The Armada sailed in a
crescent formation, making it
difficult to attack, and the
English fleet did little damage at
first. After several battles at sea
the Armada anchored near Calais,
waiting to collect more soldiers
for their invasion. This
proved to be a mistake as the
English sent in fireships (boats
set on fire deliberately) that
caused great damage to the
Spanish fleet. The following day,
at the Battle of Gravelines, the
Armada was defeated. The
Spanish invasion had failed.
As well as conquest for economic growth and
opportunity, religious difference was a primary cause
of this event in history. Elizabeth I was the head of
The Church of England – her father, King Henry VIII
had fallen out with the catholic church (most of
Europe at the time) and pursued his own version of
Christianity (he was Protestant). Catholic monarchs
and the pope were very unhappy about this. Henry
VIII had persecuted Catholics under his rule and
many were executed. Queen Elizabeth changed this
when she came to power – she was more tolerant and
allowed people to worship as they pleased without
persecution.
Elizabeth’s sister, Queen Mary I had taken the
throne after their father’s death (Henry VIII) – she
was England’s first ever undisputed Queen Regnant
(ruling without a King) and she was Catholic. She did
however, eventually marry King Phillip II of Spain,
also Catholic. Mary I died of influenza in 1558 and
when she did, her sister, Elizabeth I, seized the
throne. Obviously, King Phillip was not happy about
this – firstly because he had lost what he thought
was his and secondly, Elizabeth returned England to
Protestant rule. As a Catholic he wanted to see a
return to Catholic rule in England. Phillip decided to
invade England for these reasons.
Queen Elizabeth I is recognised as one of England’s
greatest monarchs as she repelled the strong
Spanish invaders. This was at a time when women
were viewed differently than they are today – many
of the British public wanted a King rather than a
Queen as women were not believed to be strong.
There had been very few ruling queens before
Elizabeth I (i.e. Queen Regant, those that weren’t
married to a king – Elizabeth never married). Queen
Elizabeth I changed the opinions of many about
women.
A critical part of all history is using
artefacts to understand the past –
history simply would not be possible
without primary and secondary
resources and children must
understand this.
Paintings, pictures, boats, canons,
Queen Elizabeth I & The Spanish Armada (6 hours)
Next
Learning
Vocabulary Fleet
Formation
Overthrow
Monarchs
Rivals
Tactics
Manoeuvrable
Canons
Lighter
Crescent
Executed
Catholic
Protestant
Queen Regnant
NC Links Develop an awareness of
the past, using common
words and phrases
relating to the passing of
time
Know where the people
and events they study fit
within a chronological
framework and identify
similarities and
differences between
ways of life within
different periods
Use a wide vocabulary of
everyday historical
terms
Ask and answer
questions, choosing and
using parts of stories
and other sources to
show that they know and
understand key features
of events.
The lives of significant individuals
in the past who have contributed
to National and International
achievements.
Events beyond living memory that
are significant nationally or
globally.
Understand some of the
ways in which we find out
about the past and identify
different ways in which it is
represented.
Aspiration Visit from Royal Navy.
Cultural
Capital
Possible visit to Portsmouth Naval dockyard to see the development of naval ships as per last two units – Warrior, Victory, HMS Elizabeth. To understand our location as world changing due to its maritime history.
Cruise liner visit. Docks visit – Solent rib adventure. Southampton Oceanography Centre.