Download Autumn spring summer Year 3 Who first lived in Britain? (change

Autumn
Year 3
Who first lived in Britain? (change and
continuity/ time line)
Creswell Crags-as a stimulus- stone age
experience- life in a cave.
Text- Ug- boy genius of the stone age
Stone age boy
Festivals – Christmas
spring
Why were the Romans so powerful and what did we
learn from them?
What happened after The Romans left Britain?
History
summer
Why do so many people go t to the med for
their holidays? (Italy /Pompeii)
What makes the Earth angry? (Vesuvius)
Celebrations – Common wealth week
Geog
Pupils should be taught
Pupils should be taught to:
Point of ref:
www.keystagehistory.co.uk/KS2/teachingstone-age-2-iron-age
History
Pupils should be taught:



understand geographical similarities and
differences through the study of human
and physical geography of a region of the
United Kingdom, a region in a European
country, and a region in North or South
America

describe and understand key aspects of:
physical geography, including: climate
zones, biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes,
and the water cycle
What was it like for children who came to our
school 100 years ago? (4 weeks)
Festivals- Pancake day, Easter
changes in Britain from the Stone Age
to the Iron Age –
changes(investigation groups)
including how food was prepared,
buildings were constructed, how
clothes were made, how tools changed
through time, how people defend
themselves.
Neolithic hunter-gatherers and early
farmers, for example, Skara Brae

the Roman Empire and its impact on Britain
History
Pupils should be taught:
A local history study

a study of an aspect or theme in British history
that extends pupils’ chronological knowledge
beyond 1066
(LC5- how can we capture Scunthorpe in art and
music? Lowry inspired industrial art, stomp
inspired music)
Year 4
The invaders!! From the Vikings to the
Norman conquest
Why were Norman castles certainly not
bouncy?
History
Pupils should be taught

the Viking and Anglo-Saxon struggle
for the Kingdom of England to the
time of Edward the Confessor

Britain’s settlement by Anglo-Saxons
and Scots

Who were the early lawmakers?
Where would you choose to build a city?
Why is the Trent so important? (plot the course of
History
the Trent) visit where the Trent and the Ouse merge- The
Aga
Tide times- maths- set in the local context of the Steel
works
Pupils should be taught:

Geog
a study of an aspect or theme in British history
that extends pupils’ chronological knowledge
beyond 1066
2nd half term
Why is ....such a cool place to live?
Geog
Pupils should be taught:
Locational knowledge
 name and locate counties and cities of the
United Kingdom, geographical regions and
their identifying human and physical
characteristics, key topographical features
(including hills, mountains, coasts and rivers),
and land-use patterns; and understand how
some of these aspects have changed over time
Pupils should be taught:
Locational knowledge
 name and locate counties and cities of the
United Kingdom, geographical regions
and their identifying human and physical
characteristics, key topographical features
(including hills, mountains, coasts and
rivers), and land-use patterns; and
understand how some of these aspects
have changed over time
Geographical skills and fieldwork



use maps, atlases, globes and
digital/computer mapping to locate
countries and describe features studied
use the 8 points of a compass, 4- and 6figure grid references, symbols and key
(including the use of Ordnance Survey
maps) to build their knowledge of the
United Kingdom and the wider world
use fieldwork to observe, measure record
and present the human and physical
features in the local area using a range of
methods, including sketch maps, plans and
graphs, and digital technologies
Year 5
How did the ancient Greeks live and what was
their legacy?

How could Hitler have convinced a nation like
Germany to follow him?
Why is Brazil in the News again?
Why should the rainforest be important to us all?
History
Common wealth week
Pupils should be taught:


Place knowledge
Ancient Greece – a study of Greek life
and achievements and their influence
on the western world
a study of an aspect or theme in British
history that extends pupils’
chronological knowledge beyond 1066
History

Pupils should be taught:

a study of an aspect or theme in British history
that extends pupils’ chronological knowledge
beyond 1066
understand geographical similarities and
differences through the study of human
and physical geography of a region of the
United Kingdom, a region in a European
country, and a region in North or South
America
Locational knowledge

Festivals -Christmas/Harvest
locate the world’s countries, using maps to
focus on Europe (including the location of
Russia) and North and South America,
concentrating on their environmental
regions, key physical and human
characteristics, countries, and major cities
Human and physical geography
describe and understand key aspects of:



physical geography, including: climate
zones, biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes,
and the water cycle
human geography, including: types of
settlement and land use, economic activity
including trade links, and the distribution
of natural resources including energy,
food, minerals and water
Locational knowledge

Who were the Mayans and what have we learnt
from them?
Where in the world.......?
identify the position and significance of
latitude, longitude, Equator, Northern
Hemisphere, Southern Hemisphere, the
Tropics of Cancer and Capricorn, Arctic
and Antarctic Circle, the Prime/Greenwich
Meridian and time zones (including day
and night)
How can we re-discover the wonders of the ancient
Egypt? (mini theme to run prior to sats)
Geog
Will you ever see the water you drink again?- 2
week block
History
Pupils will be taught
Pupils should be taught
Festivals -Christmas/Harvest
Place knowledge

History
Pupils should be taught

a non-European society that provides
contrasts with British history – one
study chosen from: early Islamic
civilization, including a study of
Baghdad c. AD 900; Mayan
civilization c. AD 900; Benin (West
Africa) c. AD 900-1300
Geog
Locational knowledge


understand geographical similarities and
differences through the study of human and
physical geography of a region of the United
Kingdom, a region in a European country, and
a region in North or South America
locate the world’s countries, using maps to
focus on Europe (including the location of
Russia) and North and South America,
concentrating on their environmental regions,
key physical and human characteristics,
countries, and major cities
the achievements of the earliest
civilizations – an overview of where and
when the first civilizations appeared and a
depth study of one of the following:
Ancient Sumer, The Indus Valley, Ancient
Egypt, The Shang Dynasty of Ancient
China
I’m a year 6 pupil get me out of here! (4 weeks )
Geog
Pupils should be taught:
Geographical skills and fieldwork
Pupils should be taught

use maps, atlases, globes and
describe and understand key aspects of:

physical geography, including: climate
zones, biomes and vegetation belts,
rivers, mountains, volcanoes and
earthquakes, and the water cycle
Human and physical geography
describe and understand key aspects of:



physical geography, including: climate zones,
biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes, and
the water cycle
human geography, including: types of
settlement and land use, economic activity
including trade links, and the distribution
of natural resources including energy, food,
minerals and water
Locational knowledge

identify the position and significance of
latitude, longitude, Equator, Northern
Hemisphere, Southern Hemisphere, the
Tropics of Cancer and Capricorn, Arctic and
Antarctic Circle, the Prime/Greenwich
Meridian and time zones (including day and
night


digital/computer mapping to locate
countries and describe features studied
use the 8 points of a compass, 4- and 6figure grid references, symbols and key
(including the use of Ordnance Survey
maps) to build their knowledge of the
United Kingdom and the wider world
use fieldwork to observe, measure record
and present the human and physical
features in the local area using a range of
methods, including sketch maps, plans and
graphs, and digital technologies
Locational knowledge

identify the position and significance
of latitude, longitude, Equator,
Northern Hemisphere, Southern
Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle,
the Prime/Greenwich Meridian and
time zones (including day and night)
Place knowledge

understand geographical similarities
and differences through the study of
human and physical geography of a
region of the United Kingdom, a
region in a European country, and a
region in North or South America

: tribal kingdoms, farming, art and culture

the Roman Empire and its impact on Britain
Examples (non-statutory)
This could include:





Human and physical geography

Julius Caesar’s attempted invasion in 55-54
BC
the Roman Empire by AD 42 and the power
of its army
successful invasion by Claudius and conquest,
including Hadrian’s Wall
British resistance, for example, Boudica
‘Romanisation’ of Britain: sites such as
Caerwent and the impact of technology,
culture and beliefs, including early
Christianity
Britain’s settlement by Anglo-Saxons and
Scots
Examples (non-statutory)
This could include:



describe and understand key aspects
of:
o physical geography,
including: climate zones,
biomes and vegetation belts,
rivers, mountains, volcanoes
and earthquakes, and the
water cycle
o human geography, including:
types of settlement and land
use, economic activity
including trade links, and the


Roman withdrawal from Britain in c. AD 410
and the fall of the western Roman Empire
Scots invasions from Ireland to north Britain
(now Scotland)
Anglo-Saxon invasions, settlements and
kingdoms: place names and village life
Anglo-Saxon art and culture