TOPIC: THE ALIENS ARE COMING

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1 Develop an awareness of the past using common words and phrases relating to the passing of time. Know where the members of their family fit within a chronological framework. Begin to identify similarities and differences between ways of life now and when their parents or grandparents were young. Make a simple timeline e.g. what I could do as a baby, toddler, now. Toys compare and contrast old and new toys. Games compare playground games played by grandparents with games played today. Within this topic children will look at their local area including the school. They will look at photographs of the school (50 years ago and 100 years ago) and village and compare them with life today. They will learn about changes in the village e.g. the railway station. Year 1 Class England TOPIC: FUNNYBONES Key NC aims TOPIC: THE ALIENS ARE COMING Key NC Aims -Sequence events and recent changes within living memory (chronological understanding). -Use common words and phrases relating to the passing of time. -Sort historical objects from then and now. -Sequence events and recent changes within living memory (chronological understanding). -Use common words and phrases relating to the passing of time. -Identify some similarities and differences between ways of life in different periods. -Ask and answer relevant basic questions about the past. Learn about life in a Victorian school (have a dress-up day and roleplay a whole day in a Victorian school. Learn about Queen Victoria and Prince Albert. Learn about the Great Exhibition and some of the inventions/inventors exhibited. Look at some of the jobs that children did in Victorian times. TOPIC: OUR GREAT EXHIBITION - Understand where the Victorians fit within a chronological framework. - Identify similarities and differences between ways of life in different periods. - Ask and answer questions to understand key features of events.

2 Contrast the seaside now with activities in the past (begin this in previous topic Water world). - Learn about the life of significant individuals in the past who have contributed to national and international achievements (great inventors). - Understand some of the ways in which we find out about the past and identify different ways it is represented. Year 2 Class Scotland TOPIC: WHAT WAS IT LIKE TO LIVE IN A CASTLE? Key NC aims Castles - Understand the significance of historical events, people and places in their own Research famous castles (e.g. Windsor Castle), explain locality. why castles were built. Look at local castles and their - Show an awareness of the past, using common words and phrases relating to the history (e.g. Colchester, Castle Hedingham, Mountfitchet). passing of time. Contrast castles built in different periods. Look at period - Describe where people and events fit within a timeline and identify similarities costumes, music, food and dance. Plan a banquet. and differences between ways of life in different periods. Contrast the life of Queen Elizabeth with - Learn about the lives of significant individuals in the past who have contributed Queen Victoria. to national and international achievements. TOPIC: THE FIRE OF LONDON Key NC aims Study this significant historic event from the 17th Century. - Be taught about events beyond living memory that are significant nationally. Contrast fire-safety from the past with today. Study the - Know where the people and events fit within a chronological framework and buildings of the period and create your own buildings. identify similarities and differences between ways of life in different periods. Study the rhymes and songs of the time Talk about - Ask and answer questions, choosing and using parts of stories and other sources Christopher Wren and study St Paul s Cathedral and make to show that they know and understand key features of events. sketches, prints, clay sculptures and 3D models. Learn - Understand some of the ways in which we find out about the past and identify about the famous diarists Samuel Pepys and John Evelyn different ways in which it is represented.

3 and write diaries. Learn about the food of the time and bake bread. Guy Fawkes and the gunpowder plot. - Learn about the lives of significant individuals in the past who have contributed to national and international achievements. Investigate how we know about Britain s prehistory and make a basic timeline of the periods in Stone Age to Iron Age Britain. Learn about the course of events that might have led Stone-Age people to move from hunting and gathering to farming. What is archeology? Early humans and the Palaeothis period. Happisburgh footprints. People in the Mesolithic. The settlement at Star Carr. People in the Neolithic. Stonehenge. Fossils Cave paintings (Lascaux) Year 3 &4 Class Spain Year A of rolling plan: TOPIC: MEET THE FLINSTONES -Develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study. -Know about the changes in Britain from the Stone Age to the Iron Age. -Note connections, contrasts and trends over time and develop the appropriate use of historical terms. -Understand how our knowledge of the past is constructed from a range of sources (including archaeological excavation and the reliability of such sources). -Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. -Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

4 An introduction to the Romans. Roman leisure activities. TOPIC: THE ROMANISATION of BRITAIN -Develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study with regard to the Roman Empire. -Understand how our knowledge of the past is constructed from a range of sources. - Devise historically valid questions about change, cause, similarity and difference, and significance. Discover the development of clothing from 1066 to the present day in the British Isles. Learn about the changes is fashion, materials and in the manufacturing processes. Consider how these changes were brought about by changes in society. Make a final pictorial timeline showing the development of a key item of clothing. TOPIC: BRITISH CLOTHING SINCE To study an aspect or theme in British history that extends pupils chronological knowledge beyond 1066, for example:; changes in an aspect of social history such as clothing. Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. -Construct informed responses that involve thoughtful selection and organisation of relevant historical information. -Understand how our knowledge of the past is constructed from a range of sources. Year 3 & 4 Class Brazil Year B of rolling Investigate how we know about Britain s prehistory and make a basic timeline with the TOPIC: THE JOURNEY TO STONEHENGE -Develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study. -Know about the changes in Britain from the Stone Age to the Iron Age.

5 main dates of the periods in Stone Age to Iron Age Britain. Learn about the development of homes and settlements from the Stone Age to the Iron Age. Investigate life as a villager. Research daily tasks and recreate houses. -Understand how our knowledge of the past is constructed from a range of sources (including archaeological excavation and the reliability of such sources). -Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. -Construct informed responses that involve thoughtful selection and organisation of relevant historical information. TOPIC: THE ROMAN INVASION OF BRITAIN The Romans are invading and children take the -Develop a chronologically secure knowledge and understanding of British, local and world position of Celtic tribes. Understand the power history, establishing clear narratives within and across the periods they study with regard and organisation of the Roman army and ask and to the Roman Empire. answer historically relevant questions about why -Understand how our knowledge of the past is constructed from a range of sources. it was so successful. The History of Rome. - Devise historically valid questions about change, cause, similarity and difference, and Pompeii. Decide whether it was better for the significance. Celts to collaborate or resist the Romans what advantages were there to collaboration. Understand the term invade and settle. Explore who Boudicca was from different points of view (local history) Roman way of life. TOPIC: WHO WERE THE ANCIENT EGYPTIANS? This Ancient Egypt unit will teach the class in -Continue to develop a chronologically secure knowledge and understanding of British, depth about the achievements of this ancient local and world history, establishing clear narratives within and across the periods they civilisation. They will learn about how and where study by learning about where and when the ancient Egyptians lived.

6 the Ancient Egyptians lived, what was important to the daily lives of Ancient Egyptians, who Tutankhamun was and how mummies were made. The children will also learn about how Egyptian people used hieroglyphs to communicate and compare the powers of different gods. -Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance by learning about the daily lives of many ancient Egyptian people. - Construct informed responses that involve thoughtful selection and organisation of relevant historical information by learning about the mummification process used by the ancient Egyptians. - Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving reasons for this by learning about the discovery of the tomb of Tutankhamun. -Note connections, contrasts and trends over time and develop the appropriate use of historical terms by exploring ancient Egyptian writing systems. -Construct informed responses that involve thoughtful selection and organisation of relevant historical information by distinguishing information about the different gods. Pupils will learn about the development of the railways in Great Britain giving them the opportunity to find out about the history of the railways and significant early locomotives. They will also investigate some important historical events, such as the opening of the first passenger railway lines and the Rainhill Trials. They will learn about some of the key people who were influential in the development of the railways. They will think about the positive and negative effects on different aspects of society. There is an opportunity to discuss local history and the Cold Norton line which was closed down. TOPIC: OH I DO LIKE TO BE BESIDETHE SEASIDE- THE FIRST RAILWAYS -Continue to develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study by learning about the first trains and railways. -Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance by learning about some of the most iconic steam trains of Britain. - Note connections, contrasts and trends over time and develop the appropriate use of historical terms by learning how the railway network in Britain grew and spread over time. - Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving reasons for this by studying examples of railway art and considering what the pictures tell us about the railways past and present.

7 -Construct informed responses that involve thoughtful selection and organisation of relevant historical data by investigating the impact of the first railways on existing industries, the environment and people in society. - Note connections, contrasts and trends over time and develop the appropriate use of historical terms by learning how and why locomotives have changed over time. Year 4 & 5 Class India Year A of rolling plan This unit will teach pupils about the early civilisation of the Indus Valley. They will learn about significant events from the time and order these events in chronologically on a timeline of early world history. Pupils will learn about some of the key people who led the discovery of the Indus Valley civilisation. They will examine archaeological evidence to find out how historians and archaeologists use a variety of evidence sources to draw conclusions about what life was like in the past. They will have the opportunity to learn about different aspects of life during the Ancient Indus Valley civilisation, including what it was like to live in a city and what clothes and jewellery the people wore. TOPIC: THE INDUS VALLEY Key NC aims - Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study by knowing when the Indus Valley civilisation existed and where in the world it was located. - Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving reasons for this by exploring the work of some influential explorers who led the way to the discovery of the Indus Valley civilisation. Also by examining a range of artefacts from the Indus Valley civilisation and working out what they tell us about the Indus Valley civilisation. - Note connections, contrasts and trends over time and develop the appropriate use of historical terms by placing events from the Indus Valley civilisation into different contexts and chronological order. - Construct informed responses that involve thoughtful selection and organisation of historical information by: understanding what an Indus Valley city was like and the types of features of the buildings they contained; and by examining evidence of the Indus Valley civilisation - jewellery, clothes, hairstyles and make up and working out what it tells us about the life and culture of this past society.

8 Pupils will learn about the invasions of the Scots and Anglo- Saxons in the 5 th century. They will find out where the invading troops came from and where in Britain they managed to settle. They will go on to investigate how life in Britain changed as a result. Pupils will learn how the Anglo- Saxons influenced the English language, with an emphasis on the origins of some English place names. They will examine and analyse artefacts from the period and draw their own conclusions about what they teach us about Anglo-Saxon Britain This unit will teach pupils to develop their chronological knowledge beyond 1066 through studying this aspect of social history. Pupils will find out about the legacy of the Roman justice system and crime and punishment through the Anglo-Saxon, Tudor and Victorian periods. They will also deepen their historical awareness and understanding of how our past is constructed through studying the famous highwayman Dick Turpin. Finally pupils will reflect upon and evaluate what they have learnt, as well as comparing TOPIC: INVADERS and SETTLERS ANGLO-SAXONS and SCOTS Key NC Aims - Develop a chronologically secure knowledge and understanding of British and world history, establishing key narratives within and across the periods they study by learning why, where and how the invasions of Britain took place after the Roman withdrawal. - Construct informed responses that involve thoughtful selection and organisation of historical information by knowing where the Anglo-Saxons settled and what they named the places they settled in. - Construct informed responses that involve thoughtful selection and organisation of historical information by learning about Anglo-Saxon settlements and village life. - Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving reasons for this by examining and learning about Anglo-Saxon artefacts and deducing what they can teach us about Anglo-Saxon culture. TOPIC: CRIME AND PUNISHMENT! Key NC Aims - Develop a chronologically secure knowledge and understanding of British, studying a theme that extends pupils chronological knowledge beyond 1066, such as changes in an aspect of social history by learning about the legacy of Roman crime and punishment on the current legal system. - Be able to address historically valid questions about change, cause, similarity and difference and significance by learning about the Anglo-Saxon legal system and how it is similar and different to both the Roman system and the modern legal system in Britain. - Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the

9 modern day crime prevention and detection methods with those from the past. periods they study by learning about crime and punishment during the Tudor era. - Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving reasons for this by finding out about Dick Turpin through studying various historical sources from the 18 th and 19 th century. Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study by learning about crime and punishment during the Victorian period and what happened in Victorian prisons. Note connections, contrasts and trends over time and develop the appropriate use of historical terms by bringing together and evaluating knowledge gained of the history of crime and punishment in Britain since the Roman period and comparing this with modern day Britain. Year 4 & 5 Class Australia Year B of rolling plan This Ancient Egypt unit will teach the class in depth about the achievements of this ancient civilisation. They will learn about how and where the Ancient Egyptians lived, what was important to the daily lives of Ancient Egyptians, who Tutankhamun was and how mummies were made. The children will also learn about how Egyptian people used hieroglyphs to communicate and compare the powers of different gods. TOPIC: TEMPLES, TOMBS AND TREASURES - Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study by learning about where and when the ancient Egyptians lived. - Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance by learning about the daily lives of many ancient Egyptian people.

10 - Construct informed responses that involve thoughtful selection and organisation of relevant historical information by learning about the mummification process used by the ancient Egyptians. - Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving reasons for this by learning about the discovery of the tomb of Tutankhamun. -Note connections, contrasts and trends over time and develop the appropriate use of historical terms by exploring ancient Egyptian writing systems. -Construct informed responses that involve thoughtful selection and organisation of relevant historical information by distinguishing information about the different gods. Local History study Battle of Maldon. Learn about Anglo-Saxon beliefs. Research pagan beliefs as well as the rise of Christianity during Anglo-Saxon times. Investigate writing and find out about contemporary documents. Paint gods and goddesses, write in runes, make amulets and design images. In addition they will learn what life was like in a typical Anglo- Saxon village, what jobs people did and what the houses were like. They will explore Pagan beliefs of the early Anglo-Saxons and learn about the many gods they worshipped. Finally they will investigate how an d why the Anglo-Saxons were largely converted to Christianity by the early 7 th century. Learn about important Anglo-Saxon Kings, especially King Ethelbert, King Offa and King Alfred. Gain a deeper understanding of the timeline of events of the later kings. Learn about the system of law and order and the class system. TOPIC: ANGLO-SAXONS- BELIEFS, ART and CULTURE - Describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies. - Understand how people s lives have shaped Britain. - Understand historical concepts such as continuity and change, and cause and consequence. - Gain historical perspective by understanding the connections between local and national history, between cultural, military and social history, and between short and long-term timescales. - Understand how Britain has been influenced by the wider world. - Construct informed responses that involve thoughtful selection and organisation of historical information by learning about Anglo-Saxon religious beliefs and the gods they worshipped.

11 - Address and sometimes devise historically valid questions about change, cause, similarity and difference and significance by learning about how the Anglo-Saxons were converted to Christianity and Britain. TOPIC: KING JOHN and HENRY VIII - WHO WAS THE MOST FAMOUS KING? This topic will look at life in Tudor times. Pupils will learn about Henry V!!I, his six wives and why he marries so many times. They will learn about Sir Francis Drake and his epic voyages. Pupils will also learn about how King John and how he made himself unpopular as monarch. Pupils will learn about the significance of the Magna Carta. They will compare the two kings. Local History study visit to Layer Marney. - Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study by learning about the significance of a royal heir in securing the power of a monarchy. Understand why King Henry VIII wanted an heir. Learn about life in Tudor times including the six wives of Henry VIII, Sir Francis Drake and the Armada. - Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study by learning about the significance of the Magna Carta and understand why King John is an important king in English history. WW2 THE BATTLE OF BRITAIN WHY WAS THIS EVENT SIGNIFICANT? Learn about the Second World War in Europe and why the Battle of Britain was such a significant turning point in British History. Learn about the timeline of events such as the outbreak of the war, the Battle of Britain, the heroic rescue at Dunkirk, the Blitz, the D-Day landings and the celebrations of VE Day. Research the lives of the ordinary people who faced the Blitz and had to deal with rationing and evacuation. Learn about the - Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. - Study an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 a significant turning point in British history (the Battle of Britain). Churchill/key moments in WW2 - To understand how our knowledge of the past is constructed from a range of sources.

12 inspiring stories and achievements of significant people such as Winston Churchill. What happened to ordinary people and children during the war? Learn about the home front, the rationing, digging for victory, make do and mend, Dad s Army, the Land girls and the role of women during the war, the Blitz and the experience of evacuee children. - To construct informed responses that involve thoughtful selection and organisation of relevant historical information. The development of the Maya civilisation into context within a world setting, and especially in contrast with contemporary developments in Britain. Compare the history and effects of invasion in both areas and the survival of the Maya and Anglo-Saxon culture. Find out when the Maya were first recognised by archaeologists and when this society is said to have come to an end, recognising that there are still living Maya people today. Examine the different types of evidence that tell us about themaya. Explore the region of the Maya civilisation in Mesoamerica. This topic also covers aspects of Geography. Year 5 & 6 Class Americas Year A of rolling plan TOPIC: THE MAYAN CIVILISATION Key NC aims - Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study. - Undertake an in-depth study of a non-european society that provides contrasts with British history the Maya civilisation. - Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. - Understand how our knowledge of the past is constructed from a range of sources. - Research the location and environment where the Maya lived.

13 TOPIC: WHAT WAS IT LIKE TO LIVE AS A VIKING? This unit will teach your class about the raids and invasions by Vikings in Anglo-Saxon Britain. The children will learn who the Vikings were as well as when and where they raided and settled. They will learn about significant events from the period and order these chronologically on a timeline. The children will find out about the Anglo-Saxon kings who ruled during the 'Viking Age' and examine their influence and significance in British history. They will learn about Edward the Confessor and the Battle of Hastings. The children will also have the opportunity to learn about different aspects of everyday Viking life. They will explore the types of houses that the Vikings lived in, what clothes they wore and even what types of food they ate. Key NC Aims - Develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study - Describe the Viking and Anglo-Saxon struggle for the kingdom to the time of Edward the Confessor (understanding of events, people and changes). - Address and devise historically valid questions about change, cause, similarity and difference, and significance. - Construct informed responses that involve thoughtful selection and organisation of relevant historical information. - Demonstrate an understanding of how the Vikings have shaped British culture and history. - Compare and contrast aspects of Anglo-Saxon, Viking and modern everyday life e.g. religion, cultural traditions and crime and punishment. Discover the lasting influence of the Ancient Greeks on the western world. Investigate the timeline and four main periods of the Greek Empire. Explore different kinds of historical sources and evaluate their usefulness. Marvel at Alexander the Great and the empire under his leadership. Learn about trading and design, research lifestyle and clothing, and study key Ancient Greek buildings. Research the historical background of Aesop and his fables. Learn about the roles and rights of free men, TOPIC: THE LEGACY OF THE ANCIENT GREEKS - Continue to develop a chronologically secure knowledge and understanding of Britain, local and world history, establishing clear narratives within and across the periods they study. - Gain and deploy a historically-grounded understanding of abstract terms such as empire and civilization. - Understand Ancient Greece, Greek life, their achievements and influence on the western world.

14 women, children and slaves in Ancient Greece and research democracy. Examine the exciting Olympics and its modern legacy.. In this topic pupils will learn when and where the Vikings came from and why they raided Britain. They will compare the significance of Anglo-Saxon kings during the Viking period. They will also learn about King Ethelred II and the introduction of Danegeld. Year 5 & 6 Class Scandinavia Year B of rolling plan TOPIC: INVADERS AND SETTLERS VIKING RAIDS AND INVASION Develop a chronologically secure knowledge and understanding of British and world history, establishing clear narratives within and across the periods they study by knowing who the Vikings were and when and why they raided and invaded Britain. Be able to address and sometimes devise historically valid questions about change, cause, similarity and difference and significance by learning about some Anglo-Saxon kings, how they influenced Britain and how they fought against the Vikings. Be able to construct informed responses that involve thoughtful selection and organisation of relevant historical information by learning about the later Viking raids, the actions of King Ethelred II and the introduction of Danegeld. This topic will look at the changing power of monarchs from the time of William the Conqueror s reign from 1066 onwards, such as who Queen Anne was, what Queen Victoria achieved during TOPIC: QUEEN VICTORIA - Construct informed responses that involve thoughtful selection and organisation of relevant historical information by finding out about Queen Victoria s quest for empire.

15 her reign and look at the role of the British monarchy today. Pupils will learn what the British Empire meant to the Victorian people. - Continue to develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study by learning about the significance of a royal heir in securing the power of a monarchy. Track the development and history of an early Islamic civilisation the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. TOPIC: BENIN - Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study. - Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. - Undertake an in-depth study of a non-european society that provides contrasts with British history - early Islamic civilisation. - Create a comparative timeline of events and developments. TOPIC: FOOTPRINTS IN THE PAST Why do some creatures no longer exist? Become a palaeontologist! Learn about the creatures that inhabited th earth and study the main epochs of fossils. Investigate famous palaeontologists, Explore fossils of ice age creatures. Study dinosaurs, their eggs, behaviour and extinction. Learn about Darwin and the story of evolution. - Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. - Understand fossils in relation to the timeline. -Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within the period of study. - Note connections, contrasts and trends over time and develop the appropriate use of historical terms.