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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