Curriculum Map History Year 6 (KS 2)

Transcription

1 Curriculum Map History Year 6 (KS 2) Month Curriculum Strand Learning Objective September Chronological understand. Cultural, ethnic and religious diversity Historical enquiry Using Evidence To understand why history is important? To create a title page in your exercise books To assess our prior Knowledge. To know how to put a year into a century and give a year in a century To understand chronological Topic/Unit What is History?/ 1 Activities/Teaching Approach Go through class expectations. Brain storm ideas on why is history important. Produce a definition of history. Listen to start the fire by Billy Joel. Create a title page of their new topic. Fill in the words Write a date in the century. Assessment Task To create a timeline of my life. Date in a century quiz. To explain the death of Tollund man report. Key word bingo Competence Major/Minor Values + My Identity theme for January onwards Collaboration/cooperation

2 order and timelines To understand the difference between a primary and secondary source. To know what an anachronism is. the discovery of the Tollund man. To analyse clues and sources to solve the mystery of the death. Label the anachronisms on a diagram. Give examples of Primary and secondary sources. Read the information on the death of Tollund Man. Give explanations to his death October Chronological understanding. To identify important Topic The Roman Empire/unit 2 Give out title pages and discuss what they are Produce a speech on Roman location and buildings. Teamwork/effort

3 Cultural, ethnic and religious diversity. Cause and consequence. Significance. Interpretation. Historical enquiry. Using Evidence buildings in Ancient Rome. To recall key facts. how Rome was founded To reflect upon the legend behind the founding of Rome. who were the Romans? To identify what I already know about the Romans. To identify the key themes we are going to investigate in our study of the Romans. going to study. Pupils turn to a double page in their books and complete the title page. To gain an overview of what they are going to be studying the pupils are going to go on a bus journey to ancient Rome. The class is set out in rows and the pupils sit on the desks. One pupil is nominated as the bus journey and they sit on the teachers desk. Pupils compile a spider diagram of what they remember. Pupils compile a spider diagram of what they remember. Answer questions on archaeology and the beginnings/legend of Rome. Extended writing piece on the story of Romulus and Remus.

4 To compare the Republic with the British system of government today. how the Roman Republic worked To evaluate the strengths and weaknesses of the Republic. They must complete missing word test and summary of the Romulus and Remus legend. construct a timeline of Roman events. In pairs, pupils to construct their own hierarchy of Diyafah. Discuss and highlight that the school could not function without everybody.. Split the class into groups. 2 x consuls 4 x Senators (approx) 6 x magistrates (approx) 8 x tribunes (approx) The rest of the class make up the citizens assembly Give each groups information about who they etc. In their groups they have to write down the problems their groups could face.

5 Go round each group for feedback. 7. Pupils to sit back in their places and make a neat copy of the diagram from the booklet complete extension questions 8. Plenary: Pupils to write down 2 strengths and 2 weaknesses of the Republic November Chronological understanding. Cultural, ethnic and religious diversity. Cause and consequence. Significance. Interpretation. Historical enquiry. a Roman banquet. To Explain the key features of a wealthy Roman Banquet. To analyse sources and interpret reliability. Pupils to watch two separate clips on Roman Banquet. 1 on Romans in general and 1 on Elagabus. Pupils must list the items of food, cutlery, servants, service they see from the source. They must then summarise what it must have been like offering reasons and evidence. To complete the mid term exam on Roman banquets. Pupils to create display booklet or poster on the Roman army recruitment. Creativity/ effort

6 Using Evidence To identify what a Roman soldier looked like? What weapons did he carry and how did they work? What armour did he wear? the reasons for the Roman Army s success. To make and develop links between the causes and put them into a hierarchy. To write a piece of extended writing explaining the success of the Roman Army They must then answer a question on which video is more reliable and why? Pupils asked to give all the reasons why the Romans would want an Empire. What would they need to get one? Discuss that one of the most important factors behind their success was the army. Pupils divided into groups of 5/6. Each group is given a piece of A3 paper. Each member of the group comes to the front where the teacher shows them a section of the soldier. They then have to go back and draw their section on the paper. Each member of the group comes up and views a different section

7 goes back to their seat and draws it. Teacher goes round to view final drawings and a prize is given for the best. Write down 5 reasons for why the British army today is considered one of the best in the world Collate ideas on the board Discuss AND/OR Watch beginning of film Gladiator (battle scene) and write a list of 5 reasons for Roman Army s success Discuss December Evaluate sources of information Draw inferences Speaking and listening To write a piece of extended writing explaining the road to Pupils to read the story of Maximus. They must take turns on each section. Pupils to complete work sheet if needed Extended piece of writing telling the story of a gladiator. Organisation/ effort Independent enquirers Reflective learners Creative thinkers

8 Scan texts to locate key information becoming a gladiator. and explain each start briefly towards the colosseum. Pupils produce a newspaper article on the Pompeii disaster using what happened in Pompeii in AD 79. Read and discuss Roman Army sources Pupils make notes on each section and explain why they made the Roman army a success. VCOP Practice questions on how to infer and answer source based questions. who Julius Caesar was and why he was murdered? Introduction to Pompeii in AD79 and what it looks like today using a PPT presentation. To improve our source inference skills 4. Watch the BBC 20 min DVD on Pompeii and daily life. Pupils make notes. January Chronological understanding. Cultural, ethnic and religious diversity. I can explain why World War II began, know the main countries Unit 3 World War 2 and the home front Pupils to complete rand of work sheets on Julius Caesar. They must look at different range of sources. I can explain when and why World War II started. I can explain what I already know about Pupils to write a detailed letter about their experiences as an evacuee during ww2 Independent learning/ care Empathy Entrepreneurship

9 Cause and consequence. Significance. Interpretation. Historical enquiry. Using Evidence involved and order key events on a timeline. and analyse the role of the evacuee and whether it was necessary. I can write a letter in role as an evacuee from World War II. I can describe how people s diets were different during World War II and answer questions about the implementation of rationing. World War II and think of questions I would like to ask. I can order events from World War II on a timeline. I can tell you who the main Allied and Axis powers were....all children should be able to: know when the war started and tell you some of the countries and key individuals involved; recall basic details about key events and know that the Battle of Britain was a turning point in the war; describe some things people on the home front did to support the war effort; list examples of things people did for entertainment during the war; tell you some wartime events that are commemorated each year. Exam questions on the success and failures of rationing. Source based activity. Analysing of a source. My Identity Theme : My Values

10 By the end of this unit......some children will be able to: demonstrate a full understanding of a range of World War II events, and recall key dates and facts; evaluate and assess the reason, impact and significance of the Battle of Britain; describe different aspects of life on the home front and explain how people on the home front directly contributed to the war effort; fully appreciate the significance of entertainment and be able to describe how entertainment changed as a result of the war; evaluate the importance of commemorative events and tell you the dates and details of a range of events. say what foods were rationed during World War II.

11 I can explain why rationing food was necessary. I can compare a wartime menu with a modern day menu. I can explain how everyday lives were affected by food rationing. February Creativity/ cooperation to investigate women s wartime jobs and describe what they entailed in detail. I can describe how people on the home front contributed to the war effort during World War II. I can compare the roles of women and men before World War II. I can say what type of jobs women did during World War II. I can describe key details of a woman s wartime job. I can design my own propaganda poster. To create their own propaganda poster on the roles of women. To design and create their own paper gas mask, rationing recipe book and class project Anderson shelter. My Identity Theme : My Language

12 I can explain how the role of women differed before, during and after the war. can say what the terms home front and war effort mean. I can describe different ways in which people on the home front contributed to the war effort. I can design a propaganda poster to encourage people to contribute to the war effort. March Pose questions Evaluate a range of web pages To identify reasons to suggest Dunkirk was a victory for the British Unit 4 world war 2 Local history independent task. Pupils to study a range of sources and create a table with reasons Dunkirk was a success and reasons it was a failure. To write a newspaper article on Dunkirk. To complete practice questions on Dunkirk s Digital competence/helpfulness My Identity Theme : My Community Present information To identify reasons to suggest Dunkirk They must then decide what they think answering a range of success and failings. Pupils to create a detailed presentation on the

13 speaking and listening was a disaster for the British questions and offering evidence to support. reasons behind British victory. Make inferences To write a newspaper article that reflects one of these views VE day and what happened to end the war in Europe. To analyse sources. To create an information booklet showing the reasons why Britain won the war. Study what happened at Dunkirk, discuss and listen to Churchill's speech Class vote was Dunkirk a victory or disaster? Pupils to watch news reel of Britain celebrating during VE day. They must look at statistics to comprehend the devastation of the war. Pupils must create an interactive or non interactive booklet explaining all the topics we have looked at and have allowed Britain to win the war April Unit 5 The Tudors The big write task write a profile about young Creativity/ courtesy

14 Cause and consequence. Significance. Interpretation. Historical enquiry. Using Evidence To examine what Britain was like in Contrast Britain in 1509 with today. To examine how young Henry VIII spent his time and money. Explore how and why Henry VIII fell out with the church. Pupils to use the writing frame and select the right answer within the paragraph for each sentence. Using the text book draw a bar chart to show the population of the uk in Write a profile on Henry VIII Answer questions on a variety of sources about the change in Britain. Henry VIII using suggested subtitles. Exam questions regarding the problems for Henry VIII regarding the church. Create their own explaination on the wives of Henry VIII through several ways (song, poem, cartoon, animation, play ) My Identity Theme : My Culture Investigate how this affected the life of Henry VIII. Examine what happened to each of Henry s wives Create a timeline of HenryVIII s marriages and write what happened to each of his wives. Look at statements provided and decide which was most important in making Henry want a divorce down to the least giving reasons why?

15 Watch horrible histories Henry VIII song and create their own song, play, poem, animation, cartoon strip about the wives of Henry VIII. May Hot seat characters Evaluate performances Speaking and Listening Pose questions Make inferences History Mystery. why the Mary Rose sank. To analyse who was Edward the boy king? Examine how and why Bloody Mary got her nickname Decide whether she deserved her nick name or not. Analyse how Elizabeth tried to Pupils to read throught the provided resources and answer a series of questions as to how the Mary Rose sank. They will present their findings to the class. Source based analysis on the difference between catholic and protestant churches then. Pupils to split their book into 2 columns she did deserve her nickname and she did not. They must then study all the evidence from the text and additional resources to write which evidence belongs in which column. Then decide Presentation Design and write an obituary for King Edward discussing some of his achievements and failings. Cultural awareness/ compassion My Identity Theme : My Citizenship

16 end the turmoil in England. what you believe and why? Explain what the word compromise means. June Cause and consequence. Significance. Interpretation. Historical enquiry. Using Evidence To recall at least 5 facts about education in Tudor England. Compare your school with Tudor times. Examine how and why Tudor entertainment differs from todays. To analyse how the vagrants of Tudor times tried to earn a living. Compare and contrast who Unit 6 Tudor life Give definitions for several key words. Imagine you are a pupils at school during this time. Using the text book to help write a paragraph describing a typical day in Tudor school. Study all the information on Tudor entertainment and answer a series of questions and tasks. Pupils to study different type of beggars and the techniques they used to con the tudor public. What would happen to the caught beggars? Tudor punishments. Use the image of a Tudor woman s face before and Paraghraph on typical Tudor school day. Highlighting similarities and differences. Write a conversation between two Tudor people. Following the guidelines and success criteria Create and play the Five men s morris board game. Write a story choosing one of the beggarrs explaining how they made money and techniques they used. Cultural awareness/ compassion My Identity Theme : My History

17 was the deserving poor Describe what some rich Tudor women did to their skin to create the perfect face and why? annotate what they applied. Then provide a second face showing and explaining the affects their beauty products had. End of year exam all topics.