Edmondsley Primary School History

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Tabitha Stone
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1 Continuous Provision History Yearly Remembrance Day assembly to commemorate World War 1 and 2. Focussed Remembrance work in classes during the month of November. History Day to occur once a year, whole school focus day. World Book day links to history, books and authors from. Local area study in KS1. What was Edmondsley like in? Objectives My life, my world Local area awareness 1. To ask and answer the question Who was here before me? 2. To ask and answer the question Who/ what made my corner of the world special long ago? Mining heritage 3. Develop the use a wide vocabulary of historical terms, such as: a long time ago, recently, when my were younger, years, decades, centuries On the Move Year 1 Arctic Adventures Kangaroos and Digeridoos A Pirates life for me Environmental impacts of changing transport forms 1. Develop, then demonstrate an awareness of the past, using common words and phrases relating to the passing of time 2. Discuss change and continuity in an aspect of life, 3. Recognise what happened as a result of people s actions or events George Stephenson Shackleton and Scott 1. Begin to use dates 2. Ask and begin to answer questions about events e.g. When? What happened? What was it like? Why? Who was involved? 3. Discuss and explore events beyond living memory that are significant nationally and globally 4. Recognise why people did things Objects from the past 1. Understand some ways we find out about e.g. using artefacts, pictures, stories and websites 2. Recognise what happened as a result of people s actions or events Blackbeard Grace Darling 1. Identify different ways that is represented, e.g. fictional accounts, illustrations, films, song, museum displays 2. Choose and use parts of stories and other to show events 3. Communicate the past in a variety of ways What a Wonderful World Isambard Kingdom Brunel 1. Recognise why some events happened 2. Investigate the lives of significant individuals in who have contributed to national and international achievements Understanding the history of Edmondsley and the importance of mining in of the village Understanding our own and family history selfawareness and king place within community George Stephenson learning about local Locomotion visit Learning about the development of British and particularly North East transport Shackleton and Scott learning about British skills to Grace Darling learning about local Communicate understanding skills Pirates focus day understanding of different ways of life Discussing right and wrong Isambard Kingdom Brunel learning about British Dungeons and Dragons London s Burning! Year 2 Land Ahoy! Superheroes (To infinity and beyond) Early Edmondsley Oh, I do like to be beside the seaside.

2 which we find out about, e.g. artefacts, pictures, stories and websites. 2. Develop awareness of, using common words and phrases relating to the passing of time. 5. Choose and use stories to show which we find out about, e.g. artefacts, pictures, stories and websites. 2. Develop awareness of, using common words and phrases relating to the passing of time. 5. Recognise why people did things. 6. Recognise why some 7. Recognise what 8. Identify similarities and differences between ways of life in different periods, including their own lives. which we find out about, e.g. artefacts, pictures, stories and websites. 2. Develop awareness of, using common words and phrases relating to the passing of time. into a broad Begin to use dates. 4. Recognise and make simple observations about who was important in a historical event/account. 5. Choose and use stories to show 6. Communicate in a variety of ways. 1. Show where places, 2. Begin to use dates. 3. Recognise why people did things. Recognise why some 4. Recognise what 5. Identify ways that is represented. continuity in an aspect of life. 1. Recognise and make simple observations about who was important in a historical event/account. 2. Begin to use dates. 3. Recognise why people did things. Recognise why some 4. Recognise what 5. Identify ways that the past is represented. continuity in an aspect of life. 7. Develop awareness of, using common words and phrases such as a long time ago, recently, when I was younger, years, decades, centuries. which we find out about, e.g. artefacts, pictures, stories and websites. 2. Develop awareness of, using common words and phrases relating to the passing of time. into a broad 5. Identify similarities and ways of life in different periods, including their own lives. continuity in an aspect of life. 7. Identify ways in which is represented. 8.Choose and use stories to show skills to Understanding the history of Newcastle Castle. 9. Choose and use stories to show skills to Multi-cultural Diversity Learning about different cultures from around the world, developing tolerance. Modern Day Britain Learning about change as a constant in history and developing an how it might change in the future. Historical Superheroes Florence Nightingale, Rosa Parks, Stephen Hawking. Multicultural Diversity/standing up for what is right/challenging stereotypes. Understanding the history of Edmondsley and the importance of mining in of the village skills to what we are told, Local Area History Tynemouth/Saltburn recognising changes to the local area and the impact. Think about the future. Sticks and Stones The Stone Age Year 3/4 World Wide Weather - Climate zones around the world Strike a Pose! There s no Eye of the British Fashion place like beholder - Banksy through the years home. Local study Groovy Greeks

3 1. Be taught about changes in Britain from the Stone Age to the Iron Age. 2. Develop a ly secure British history 3. Understand that 4. Ask and answer questions about the past, considering aspects of change, cause, similarity and Stone Age our past, through different Communication skills. 1. To study an aspect or theme in British history that extends kledge beyond 1066, for example; changes in an aspect of social history such as clothing. 2. To address and sometimes devise historically valid questions about change, cause, similarity and 3. To understand that our kledge of the from a range of British Fashion through history Understanding British culture and history, changes through society. 1. Develop a ly secure British history 2. Identify some of the results of historical events, situations and changes. 3. Identify and begin to describe historically significant people and events in situations. Significant people in history Understanding British history. Discussion of. Exploration of mining heritage in Edmondsley. 1. Be taught about a local history study. 2. Ask and answer questions about the past, considering aspects of change, cause, similarity and 3.Suggest where we might find answers to questions considering a range of Local History Regional our heritage. Comparisons to Modern Day History. 1. To study an aspect or theme in British history that extends kledge beyond 1066, for example; changes in an aspect of social history such as art. 2. To address and sometimes devise historically valid questions about change, cause, similarity and 3. To understand that our kledge of the from a range of 21 st Century artist Modern Day Britain, Communication current issues/ differences in society. Communication, skills. 1. Be taught about Ancient Greece a study of Greek life and achievements and their influence on the western world. 2. Put events, people, places and artefacts on a time-line. 3. Develop use of terminology such as; empire,. 4. Understand that 5. Identify and give reasons for historical events, situations and changes. Ancient History Understanding different cultures History around the world. Communication of ideas. Fantastical Beasts and Where to Find Them One Continent, Many Countries Year 4/5 Extreme Earth The Terrifying Tudors Take Off! Across the pond

4 Mythological Creatures 1. Develop use of subject terminology, such as: empire, 2. Describe some of different periods, e.g. social, belief, local, individual 3. Begin to offer explanations about why people in the past acted as they did Europe 1. Record understanding in a variety of ways, using dates and key terms ly 2. Suggest where we might find answers to questions considering a range of 3. Understand that Natural disasters 1. Select independently and give reasons for choices 2. Begin to offer explanations about why people in acted as they did Record understanding in a variety of ways, using dates and key terms ly 2. Suggest where we might find answers to questions considering a range of Tudor Britain is different ways and give reasons for this 2. Offer explanations why people in acted as they did 3. Show some of the similarities and different periods. 4. Understand that kledge is constructed differently. Tobias and the Angel 1. Describe some of different periods, e.g. social, belief, local, individual 2. Develop use of subject terminology, such as: empire, The USA 1. Locate the world s countries, using maps to focus on North and South America. 2. Compare and contrast their environmental regions, key physical and human characteristics, countries, and major cities 3. Identify the position and significance geographical features. Comparison of differing historical viewpoints Fosters ability to think critically and think about others points of view. skills to Ordering vents on a timeline Cross-curricular maths links. the past- Asia Study of figures/people from Empathy of plights faced and employed. Britain in cultural history. Empathy and roles of Historical figures Henry 7 th and 8 th, Elizabeth 1 st, Mary Queen of Scots /what painting tell us. skills to what we are told, Art gallery visit Opportunity to visit gallery and appreciate fine art and representations of the past. Local Area History, Greater other places Durham vs Santa Barbara recognising changes to the local area and the impact. The Space Race Eye-opening Egyptians Year 5/6 The Shang Dynasty The Wild Wild West Hokusai (The wave- Shipwrecks and Survival Japan)

5 Space race/cold war (Russia focus) 5. Develop use of subject terminology, such as: empire, Describe some of differences between different periods, e.g. social, belief, local, individual Communism V capitalism- link to contemporary politics Cross-curricular, Britain in a modern world Debate- who won the Space Race? skills, and listening. Resilience The Ancient Egyptians 6. Record understanding in a variety of ways, using dates and key terms ly 7. Suggest where we might find answers to questions considering a range of Understand that Study of a different society/ culture contemporary and in - Egypt and History Day 5 th November and. skills, Work on the unremembered linked to Remembrance day and. skills,, Building an Anderson shelter skills,, Shang Dynasty 1. Give reasons why some events, people or developments are seen as more significant than others 2. Describe and begin to make links between main events, situations and changes within and across different periods and societies Chinese New Year History of and contemporary celebrations - China The Wild West is different ways and give reasons for this 2. Begin to offer explanations about why people in acted as they did Understand that contemporary and in - The US and Japanese History is different ways and give reasons for this 2. Develop use of subject terminology, such as: empire, - Japan Focus on Zen and calmness of Japanese societylinked to SATs Mental health and wellbeing Pirates/Age of discovery 1. Select independently and give reasons for choices 2. Begin to offer explanations about why people in the past acted as they did 3. Give reasons why some events, people or developments are seen as more significant than others - Pirates/ age of discovery

KS1 Transport Objectives

KS1 Transport Objectives KS1 Transport Y1: Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples