HISTORY KS1 - Amazon Web Services · Arctic) expeditions, voyages, Space travel Cultural diversity/gender equality: ... Can children describe the events surrounding the first landing

HISTORY KS1

National Curriculum Coverage, Progression in Skills and Knowledge and Supporting Resources /Schemes of Work

HISTORY KS1 TOPIC

National Curriculum Progression in skills Knowledge/Vocabulary Supporting resources/schemes

Autumn 1 2019

Explorers: Amazing Journeys

The lives of significant individuals in the past who have contributed to National and international achievements. Events beyond living memory that are significant nationally or globally

Chronological Awareness : Develop awareness of the past, using common words and phrases relating to the passing of time. Where people and events fit within a chronological timeline. Use a wide vocabulary of historical terms. Ask and answer questions using historical sources to show understanding of key events. Use a range of sources to find out about the past and identify different ways in which it is represented.

TOPIC IMMERSION: Drama & Role Play amazing journeys (Desert & Arctic) expeditions, voyages, Space travel Cultural diversity/gender equality: Ibn Battuta- Muslim explorer Anne Bancroft- Female explorer first woman to reach the North pole by foot & sled (1986) Knowledge of: People Do children know that Christopher Columbus and Ibn Battuta lived a long time ago? Do children know that Christopher Columbus and Ibn Battuta were explorers? Can children find out and describe facts about Neil Armstrong? Can children find out and describe facts about Anne Bancroft? Can children identify and describe ways in which Ibn Battata and Columbus were similar and different to each other? Can the children choose who they think the greatest explorer was, giving reasons for their choice? Events /Situations Can children describe what a sea journey in the 15th century might have been like? Can children compare a modern sea journey with a sea journey in the 15th century? Do children know what Columbus discovered, what Ibn Battata achieved and why this was significant? Can children describe the events surrounding the first landing on the moon? Can children express how the astronauts might have felt during the Apollo 11 mission? Developments Can children identify ways in which life was different when Christopher Columbus and Ibn Battuta were alive? Do children know that Columbus bought new things to Europe from the Americas? Can children describe some of the ways in which space exploration has had an impact on our lives today? Chronology and characteristic features Can children identify ways in which life was different when Christopher Columbus and Ibn Battuta were alive?

Historical Association Explorers Twinkl-Explorers Book Link: Books: Travelling Man: The Journey of Ibn Battuta by James Rumford

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwiwtZySwpPjAhU1AWMBHQXhAzsQjRx6BAgBEAU&url=https://www.amazon.co.uk/Traveling-Man-Journey-Battuta-1325-1354/dp/0618432337&psig=AOvVaw008-Ybpv7smVR6gPMeDjQe&ust=1562063487974607

Can children describe some of the aspects of life in the 1960s? Evidence (Sources) Video of the first moon landing / recordings /Photographs/Maps/Biographies Historical terms/key Vocabulary:

Desert, mission, space, voyage, exploration, discovery, North Pole, maps, Apollo 11

Spring 1 2020

Incredible

Inventors

Events beyond living memory that are significant nationally or globally [for example, the first aeroplane flight or events commemorated through festivals or anniversaries]


TOPIC immersion:

People- Can children find out about: Local inventors Women in STEM: Fei Fei Lee, Jewel Berks, Elizabeth Smith Freedman

1. Marie Curie: Theory of radioactivity, Maria Telkes: The first 100 percent solar-powered house. Grace Hopper: The computer Isambard Kingdom Brunel The Wright Brothers Events /Situations Can children re-tell the event of the first flight-The Wright Brothers Can children re-tell events about the life of Marie Curie and the invention of the X-Ray? Developments Can children order photos of key inventions of the 20th century chronologically? Can children identify ways in which inventions in the past and inventions today are similar or different? Chronology and characteristic features Can children order photos of key inventions of the 20th century chronologically? Can children order photos of the same invention as it has evolved over time. The television or a computer? Evidence Sources Investigate real inventions that have changed eg. old/modern computers or telephones Photographs of inventions

Historical Association Isambard Kingdom Brunel Women in STEM https://www.twinkl.co.uk/resource/ks1-women-in-stem-powerpoint-t-sc-2549319

Sticky Knowledge:

Do children know what Columbus discovered?

Do children know what Ibn Battata achieved and why this was significant?

Biographies of famous inventors Historical terms/key vocabulary: Inventions, inventors, scientists, telephone, television, X-rays, flight, aeroplane

Summer 1 2020

Beside the

Seaside

Changes within living memory. aspects of change in national life


TOPIC immersion: Seaside Trip Knowledge of: People Can children discuss activities that people might do at the seaside? Events /Situations Do children know in which parts of the year key holidays take place? Developments Can children give reasons for why seaside holidays became popular in the 19th century? Can children identify ways in which holidays in the past and holidays today are similar or different? Can children describe some of the features of seaside holidays 100 years ago? Chronology and characteristic features Can children identify features associated with seaside holidays? Can children order photographs chronologically? Do children know when seaside holidays started to become popular? Can children identify features of seaside holidays from 3 different eras? Evidence (Sources) Do children know that they can find out information about the past from photographs? Can children use photographs to find out clues about what seaside holidays were like in the past? Can children make deductions about the past from a variety of sources? Historical terms/key Vocabulary: Edwardian, Victorian, steam train, seaside holiday, beach, Ferris wheel, Punch & Judy show, beach hut, pier, kite, swimming costume, ice cream, rock

Twinkl Planbee- What were seaside holidays like in the past? Trip to the seaside at the start of the topic-take photos of seasisde activities to compare and places at the seaside-pier, beach, ice cream kiosk, harbour

Sticky Knowledge:

Do children know in which parts of the year key holidays take place?

Can children identify ways in which holidays in the past and holidays today are similar or

different?

Sticky Knowledge

Can children identify ways in which inventions in the past and inventions today are similar

or different?

Can children re-tell the event of the first flight-The Wright Brothers

Autumn 1 2020

People Who

Help Us:

‘Nurturing Nurses & Fearless

Firefighters ’ -changes in life in different periods Guy Fawkes-Bonfire Night

The lives of significant individuals in the past who have contributed to national and international achievements. Events beyond living memory that are significant nationally or globally Compare aspects of life in different periods Events beyond living memory that are commemorated through festivals or anniversaries

Topic Immersion : Abbeydale Industrial Hamlet- Trip. Workshop title:

Florence Nightingale: Health and Hygiene in the 1800s, Suitable for KS1/2 Using objects,

children hear and reflect on the story of Florence’s life, they then travel back in time to experience two significant points in the timeline. Florence’s childhood in Derbyshire and visits to her Grandparents near Sheffield that could have informed her decision to become a nurse. Florence’s work in the Crimea and her relationship with Mary Seacole.

Visitor: Organise for a nurse to come in and talk to the children about their job –modern day nursing- a male nurse ideally.

Knowledge of:

People

Florence Nightingale & Mary Seacole Comparisons with Mary Seacole offer an excellent context for discussion of the theme of fairness, and pupils can be really creative in their work on how the contribution of the two women should be commemorated. Can children equate Florence Nightingale’s ambition with their own ideas about what they want to be when they grow up? Do children recognise why Florence Nightingale and Mary Seacole became famous? Can children describe some of the things Florence Nightingale and Mary Seacole contributed to nursing, in their later lives? Events /Situations Do children know why Florence Nightingale travelled to the Scutari hospital? Can children explain what the journey would have been like and why? Can children describe the conditions Florence Nightingale and the other nurses were met with when they reached Scutari? Developments/ Changes Do children understand the expectations on a rich woman in Victorian times? Can children identify some of the changes Florence Nightingale made at the Scutari hospital? Can children explain how these changes helped the patients at the hospital? Can children compare the Scutari hospital before and after Florence Nightingale’s arrival? Can children compare famous people today to Florence Nightingale & Mary Seacole? Can children identify similarities and differences between nurses today and in the time of Florence Nightingale? Can children identify differences in general medical care today and in Victorian times? Chronology and characteristic features Do children know when Florence Nightingale and Mary Seacole lived?

Historical Association Key Stage history UNIT- Florence Nightingale and Mary Seacole Abbeydale Industrial Hamlet Bonfire Night

Can children use words relating to the passing of time, e.g. before, after, next, etc.? Can children order events chronologically? Evidence (Sources)

‘Fearless Firefighters’ Around November 5th – spend a week learning about Guy Fawkes and why we celebrate Bonfire Night (anniversaries).- link to Firefighters inviting ( female representatives if possible) them to come into school to talk to the children.

Spring 1 2021

Local

Heroes

Significant historical events, people and places in their own locality.

Immersion: Learn about the role of the Lord Mayor, trip to the Town Hall. Try out the five heptathlon events on the school field- visit an Athletics stadium –LINKS Sports partnership. Look at careers in sports and athletics People Magid Magid –Sheffield’s youngest and first Somali mayor Dame Jessica Ennis-Hill - in heptathlon, she is the 2012 Olympic champion, a three-time world champion (2009, 2011, 2015), and the 2010 European champion. She is also the 2010 world indoor pentathlon champion. Helen Sharman- Helen was the first Briton in space when, in May 1991, she launched on a Soyuz spacecraft to spend eight days orbiting the Earth, most of that time on the Mir Space Station. *POP BACK-linking learning about Neil Armstrong in Explorers topic Do children know any local heroes and why they are famous in Sheffield? Do children know that Jessica Ennis Hill, Helen Sharman & Magid Magid are famous for their achievements in Sheffield? Can children find out and describe facts about Jessica Ennis Hill? Can children find out and describe facts about Helen Sharman? Can children find out and describe facts about Magid Magid? Can children identify and describe ways in which Jessica Ennis and Helen Sharman were similar and different to each other? Can the children choose who they think the greatest local hero is, giving reasons for their choice? Events /Situations

Twinkl fact files, powerpoints, displays of -Jessica Ennis Hill Helen Sharman

Sticky Knowledge

Can children recall and describe the main events in Florence Nightingale’s

and Mary Seacole’s lives?

Do children recognise why Florence Nightingale and Mary Seacole became famous?

https://kids.kiddle.co/Heptathlon

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwiuy7L2vZPjAhVHAmMBHb9SCnAQjRx6BAgBEAU&url=https://books.google.com/books/about/The_Space_Place.html?id%3D0diV4ka4nFcC%26source%3Dkp_cover&psig=AOvVaw2ga3fkHKYnz_zyjI_Kpv2F&ust=1562062323015462

Can children describe what a heptathlon event includes in the Olympics? Can they name the five events? Can children compare Helen Sharman’s space journey with that of Neil Armstrong? Do children know what each Sheffield hero achieved and why this was significant? Can children describe the events surrounding Jessica Ennis-Hills Olympic heptathlon and how she won her medals? Can children express how the astronauts might have felt during Helen Sharman’s 8 day mission using her book ‘A Space Place’? Developments How did space travel change from the Apollo 11 mission in the 1960’s to Helen Sharman’s trip to the Mir space Station in 1991? How have the Olympic games changed over the years? Chronology and characteristic features Use a timeline of the last 100 years to place the birth dates of the 3 local heroes and the significant events and achievements of their lives. Look at a timeline of key events in British space exploration and where the first British astronaut mission fits in. Study the chronology of the Olympic games Study the chronology of Sheffield’s Lord Mayor/Mayoress Evidence (Sources) Do children know that they can find out information about the past from photos, videos and interviews? Can children use photographs to find out clues about what local heroes lives were like in the past? Can children make deductions about the past from a variety of sources? Accounts of Helen Sharman’s mission-in her own words Videos of Jessica Ennis-Hill’s Olympic heptathlon Interviews with the heroes.

Summer 1 2021

Castles

Compare aspects of life in different periods Significant historical events, people and places in their own locality.

Immersion: Visit to Conisborough Castle Can the children say who invaded England? Can the children find similarities and differences between the castles? People Learn about King Harold and William the Conqueror and the people who built and lived in

Conisborough castle

Historical Association Key Stage History Planbee – Castles-free resources

Sticky Knowledge:

Can children remember two local heroes and why they are famous in

Sheffield?

Can the children say some of the people who lived in a medieval castle? Can the children name some of the different jobs in a medieval castle? Can the children say who was powerful in medieval times? Events /Situations Can the children say where the main battle between William and Harold took place? Can the children say why castles were important? Can the children explain what the taxes were used for? Can the children say why the peasants did not think the tax was fair? Developments Can the children say why castles were important for the Norman invaders? Can the children compare how taxes were spent in medieval times and how they are spent now? Chronology and characteristic features Can the children identify and name ‘motte and bailey’ castles and ‘keep and bailey’ castles? Can the children describe the features of a castle? Can the children find similarities and differences between the castles? Place the battle of Hastings within a wider chronology Study a timeline of the development of different types of Castle and timeline of a local castle and how it has changed Evidence (Sources) Do children know that they can find out information about the past from visiting historical buildings and sites? Can children use field-work, drawings and documents to find out clues about what Castles were like in the past? Can children make deductions about the past from a variety of sources? Historical terms/key Vocabulary: Norman conquest, King Harold , William the CONQUEROR, Battle of Hastings, Bayeux Tapestry motte, bailey, vocabulary for features of castles : moats, drawbridges, keep, arrow-slits, battlements, knights, peasants, taxes

Sticky Knowledge:

The Battle of Hastings -when, where and who?

Can the children identify and name ‘motte and bailey’ castles and ‘keep and bailey’ castles?

Can the children say why castles were important?

GEOGRAPHY KS1


GEOGRAPHY KS1 2 Year

Cycle

National Curriculum

Skills Progression Knowledge/Vocabulary Scheme /planning support

use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Local Geography-

Autumn 2 2019

We Are Explorers

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

Pupils should be taught to:

atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

Do children know what a continent is?

Can children name and locate the seven continents?

Can children identify the UK on a world map?

Do children know that the United Kingdom is made up of different

countries?

Can children name the countries and capital cities of the UK?

Can children identify the national flags of each of the countries of the UK?

Can children name the four countries of the UK?

Can children name the capital cities of the UK?

Can children identify some features and characteristics of the UK?

Do children know the difference between a village, town and city?

Can children locate their local area on a map of the UK?

Can children use a variety of sources, including maps, to help them

explore the local area?

Do children know what addresses are used for?

Can children write their own address?

Can children describe where they live? Geographical Vocabulary:

Pupils should name the:

7 Continents: Africa, Antarctica, Asia, Australia, Europe, North America and South America.

Pupils should use geographical vocabulary for key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

PLANBEE-Where Do I Live?

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

Maps/directions: Compass, map North, South, East, West, Left, Right

Teachers to develop a knowledge organiser with geographical vocabulary pertinent to the local area studied Example; http://www.tranmerepark.leeds.sch.uk/wp-content/uploads/2018/06/Local-Geography-Study-Knowledge-Organiser-Summer-2nd-Cyc-2-2018.pdf

Spring 2 2020

London

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom



directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

Do children know that London is the capital city of England and the UK?

Do children know that London is in Europe?

Can children identify where London is on a world map?

Can children identify some different London landmarks?

Can children describe some London landmarks?

Can children find landmarks within an aerial photo of London?

Can children use a map to identify and locate various landmarks?

Use compass points and positional language to navigate between points on a map

Can children use a key to identify landmarks on a map?

Can children identify a variety of geographical features?

Use their knowledge of the features of London to identify if a photo is of London or not.

Use and understand appropriate vocabulary to describe the geographical features of

London.

*POP-BACK :Can children name the four seasons? (Link to Science/Weather unit)

Can children describe the four seasons?

Suggest activities / events that might take place in London in each of the seasons.

Use knowledge of the seasons to plan clothing and activities suitable for the season

.

Can children plan visits to key landmarks and features in London?

Can children describe what they think and feel about London?

Geographical Vocabulary:

Pupils should use geographical vocabulary for key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.


Maps/directions: Compass, map North, South, East, West, Left, Right

PLANBEE-London

Sticky Knowledge:

Can children identify the UK on a world map?

Can children name the four countries of the UK?

Can children write their own address?

http://www.tranmerepark.leeds.sch.uk/wp-content/uploads/2018/06/Local-Geography-Study-Knowledge-Organiser-Summer-2nd-Cyc-2-2018.pdf



London, London Bridge, London Eye, Tower of London, Buckingham Palace, Big Ben, The Houses of Parliament

Summer 2 2020

Wonderful

World

Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Name and locate the world’s seven continents and five oceans



Knowledge:

Do the children know that the world is split into seven continents? Can children locate Europe on a world map? Can children describe some of the features and characteristics of France? Can children locate Asia on a world map? Can children identify China on a world map? Can children describe some of the features and characteristics of China? Can children locate Australia on a world map? Do children know that Australia is a country and not a continent? Can children describe some of the features and characteristics of Australia? Can children locate Africa on a world map? Can children identify Kenya on a world map? Can children describe some of the features and characteristics of Kenya? Can children locate North America on a world map? Can children identify the United States of America on a world map? Can children describe some of the features and characteristics of the USA? Can children locate South America on a world map? Can children identify Brazil on a world map? Can children describe some of the features and characteristics of Brazil? Can children locate Antarctica on a world map? Can children describe some features and characteristics of Antarctica? Can children locate the seven continents of the world on a map and identify a country in each one?

Geographical Vocabulary: 7 Continents: Africa, Antarctica, Asia, Australia, Europe, North America and South America. The 5 x Oceans: Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern Ocean aka Antarctic Ocean

and Arctic Ocean. Pupils should use geographical vocabulary for key physical features, including: beach, cliff, coast,

forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

PLANBEE-Around the World

Sticky Knowledge:

Do children know that London is the capital city of England and the UK?

Do children know that London is in Europe?

Can children describe some London landmarks?


Autumn 2

Arctic Adventure

Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles




photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

Knowledge: Do children know where the Arctic Circle is? Can children list some countries found in the Arctic Circle? Can children read and use maps to complete activities? Do children understand that weather can change in the Arctic? Can children explain the different seasons in the Arctic? Know that weather can be different in different parts of the world. Do children understand what a physical feature is? Can children list some physical features found in the Arctic? Can children use their senses to describe landscapes and their features? Can children list some animals found in the Arctic? Can children describe some features that Arctic animals have? Can children use maps to locate and describe Arctic animals? Can children list some human features found in Arctic cities? Can children explain the difference between human and physical features? Can children view aerial photos and images and locate human features? Can children find similarities between two places? Can children find differences between two places? Explain that human and physical features in towns and cities can be different and similar.


7 Continents: Africa, Antarctica, Asia, Australia, Europe, North America and South America. The 5 x Oceans: Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern Ocean aka Antarctic Ocean

and Arctic Ocean. Pupils should use geographical vocabulary for key physical features, including: beach, cliff, coast,

forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

PLANBEE-Lets Go to the Arctic

Sticky Knowledge:

Can children locate Europe on a world map?

Can children locate the seven continents of the world on a map?


Spring 2 2020

Whatever

the Weather

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles


and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage


and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

Can children identify and describe expected weather types for the seasons?

Can children begin to distinguish between daily weather and seasonal weather?

Can children suggest how likely certain weather types are for each of the seasons?

Can children begin to interpret weather data presented in simple tables and pictograms?

Can children predict how weather data might vary at different times of year?

Begin to identify ways in which weather in inland /coastal areas in the United Kingdom varies.

Can children interpret simple weather maps?

Can children add weather information to maps based on simple descriptions?

Draw upon knowledge of seasonal and recent daily weather to predict the next day's weather.

Begin to identify ways in which weather in other parts of the world varies from our own.

Describe (in simple terms) ways in which the weather is different near the poles and equator.

Can children organise their ideas about weather conditions in a polar/equatorial location?

Can children describe some typical weather conditions of an equatorial country?

Can children compare weather in the United Kingdom to that of an equatorial country?

Can children relate weather patterns to human activity (e.g. clothing, outdoor work)?

Begin to identify aspects of human/ physical geography that are affected by extreme weather

in polar regions.

Can children compare some of these aspects to similar ones in the United Kingdom?

Draw or write to show what they have learned and understood about weather in polar regions.

Can children recall prior learning about weather patterns?

Show what they have understood by expressing their ideas in their own words/art work.

Can children evaluate their own learning about weather patterns

Geographical Vocabulary: *POPBACK- 7 Continents: Africa, Antarctica, Asia, Australia, Europe, North America and South America.

Polar, Equatorial, Norway, Singapore, United Kingdom Weather, seasons, inland, coastal, rain, snow, sun, fog

PLANBEE-Weather patterns TWINKL-Wonderful weather

Sticky Knowledge:

Do children know where the Arctic Circle is? Can children list some physical features found in the Arctic? Know that weather can be different in different parts of the world.

Summer 2 2021

On

Safari

(Africa-Kenya)

Understand geographical similarities and differences through studying the human and physical geography of a contrasting non-European country (Kenya)


and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

and plan perspectives to recognise landmarks and basic human and physical features;

Can children identify the seven continents and five oceans of the world? Can children identify the continent of Africa on a world map? Can children identify the country of Kenya on a world map? Do children know that equatorial countries are hotter than those near the poles? Can children describe what the climate in Kenya is like? Can children describe differences between the climate in Kenya and the UK? Can children identify some animals that live in Kenya? Can children use directional language to describe where things are on a map? Can children use the four compass points to describe where things are on a map? Do children know what the four points of a compass are? Can children describe how to get from one place to another using compass points? Can children locate features on a map using compass points? Can children use appropriate vocab. to describe the physical geography of Kenya? Can children identify features such as mountains, valleys, volcanoes, fields, towns, villages and cities? Do children know that there are different lifestyles and cultures within Kenya? Can children describe the lifestyle and culture of some Kenyan people? Can children identify similarities and differences between life in the Maasai tribe and life in the UK? Can children identify differences between Kenya and the UK? Can children identify similarities between Kenya and the UK? Can children identify similarities and differences between their life and that of a Kenyan child? Geographical Vocabulary

7 Continents: Africa, Antarctica, Asia, Australia, Europe, North America and South America. The 5 x Oceans: Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern Ocean aka Antarctic Ocean

and Arctic Ocean.

Pupils should use geographical vocabulary for key physical features, including: mountains, valleys, volcanoes, fields

Key human features, including: towns, villages and cities

Maps/directional language : Compass, map North, South, East, West, Left, Right

PLANBEE- On Safari unit

Sticky Knowledge:

Can children identify and describe expected weather types for the seasons?

Begin to identify ways in which weather in other parts of the world varies from our own.

Sticky Knowledge:

Can children identify the seven continents and five oceans of the world? Can children identify the continent of Africa on a world map? Can children identify differences between Kenya and the UK?

HISTORY Y3/4


HISTORY Y3/4 2 Year Cycle

National Curriculum

Skills progression Knowledge/Vocabulary Schemes/ Resources

Autumn 1 2019

Romans

WORLD

The Roman Empire and its impact on Britain

Chronological Awareness Place the time studied on a time line

Use dates and terms related to the study unit and passing of time

Sequence several events or artefacts

Place events from period studied on time line Y4 Use terms related to the period and begin to date events Y4 Understand more complex terms eg BC/AD

Range and depth of historical

knowledge

Y3

Find out about everyday lives of people in time studied

Compare with our life today

Identify reasons for and results of people's actions

Understand why people may have wanted to do something Y4

Use evidence to reconstruct life in time studied

Identify key features and events of time studied

Look for links and effects in time studied

Offer a reasonable explanation for some events

Interpretations of History

Y3

Identify and give reasons for different ways in which the past is represented

Distinguish between different sources – compare different versions of the same story

Look at representations of the period – museum, cartoons etc

Y4

Look at the evidence available

Begin to evaluate the usefulness of different sources

Use text books and historical knowledge

Historical Enquiry

Immersion- Clifton park Museum/ Living History Roman soldier visitor/ History Box Knowledge of : People Can children try to imagine what life was like form Roman soldiers? Can children use sources to find out about Celtic daily life? Can children describe in their own words what Celtic daily life was like? Do children know who Boudicca was and what she did? Can children explain some aspects of Roman life?

Events /Situations Can children explain reasons why people have invaded and settled in Britain in the past? Can children give some reasons why the Romans invaded Britain? Can children explain the events of Boudicca’s revolt? Do children know why Boudica’s revolt failed?

Developments Can children explain some of the things the Romans invented or introduced to Britain? Can children identify aspects of our lives that are affected by the Roman rule in Britain? Can children suggest what life would have been like in Britain if the Romans had never

arrived?

Chronology and characteristic features Can children place the Roman Era on a timeline? Can children try to imagine what life was like form Roman soldiers? Can children describe what the Roman army was like? Do children know when the Celts lived in Britain??

Evidence (Sources)

Historical Association Key Stage History Resources in school History Box

How many of these KS2 history concepts do our pupils understand?

Use this word bank to link key concepts to KS2 history themes and include on knowledge organisers. .

Afterlife Army Blitz Border Christianity City Civil war Civilization Colony Conflict Conquest Coronation Country Democracy Emperor Empire Enemy Fleet

Freedom Frontier King Law Legacy Merchant Migration Military Monarch Monastery Monk Nation Navy Pagan Parliament Peace Peasant Power Prince Rebel

Reformation Queen Religion Ruler Settlement Slave Society Tax Trade Tribe Voyage War

Use a range of sources to find out about a period

Observe small details – artefacts, pictures

Select and record information relevant to the study

Y3 (Begin to) Y4 Use the library and internet for research Organisation and Communication

Y3 Communicate their knowledge through: Discussion, Drawing pictures ,drama/role play, models,,Writing , Using ICT

Y4 Recall, select and organise historical information Communicate their knowledge and understanding.

,

Historical terms/key Vocabulary: Do children understand the terms ‘invade’ and ‘settle’?

Spring 1 2020

Ancient

Egyptians

WORLD

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 Egypt

Place the time studied on a time line





knowledge

Y3




Understand why people may have wanted to do something

Y4






Y3




Y4




Historical Enquiry

Immersion- Weston Park Museum / History Box Knowledge of : People Can children explain how the Egyptian landscape impacted on people’s everyday lives? Can children ask and answer questions about life in ancient Egypt? Events /Situations Can children locate Egypt on the map and describe its landscape? Can children explain what the landscape of ancient Egypt was like? Can children explain how Tutankhamen’s tomb was discovered? Do children know why it was such a significant historical discovery? Can children describe some ancient Egyptian beliefs about life and death? Can children explain the process of mummification? Developments Can children recall facts and details about the ancient Egyptian civilisation? Chronology and characteristic features Do children know the difference between ancient and modern? Do children know why the Nile was so important to the Egyptian way of life? Evidence (Sources) Can children suggest what an Egyptian artefact was used for and who used it? Do children know why artefacts are so important in helping us learn about the past? Do children know why the Rosetta stone was such an important discovery? Can children infer and deduce information about the past from objects that have survived?

Twinkl Historical Association Key Stage History Resources in school Planbee free resources

Sticky Knowledge:

Do children understand the terms ‘invade’ and ‘settle’? Can children explain some aspects of Roman life? Can children explain some of the things the Romans invented or introduced to Britain?







,

Historical terms/key Vocabulary:

Summer 1 Local History

Manor Lodge

Sheffield LOCAL

A local history study a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.






knowledge

Y3





Y4






Immersion: Workshops up at the Manor Lodge Turret House

Knowledge of : People

Who built the Manor Turret House? (Bess of Hardwick) Who lived there and when? Which famous queen stayed there and why?

Events /Situations

What makes the Turret House special to our school? Why was Mary Queen of Scots in prison in the Turret House? How has the Turret house changed over the years? What would life be like for people during different time periods living

in the House or on site? Developments

Can you learn about the lives of the rich and poor in Tudor times? How has the use of the Turret house changed? How has the Turret house been restored and preserved?

Chronology and characteristic features

How has the Turret House changed over the years? What was the Turret House like in Tudor times?

Key Stage History

https://sheffieldmanorlodge.org/sheffield-manor-lodge-history/

Historical Association-Local history

Sticky Knowledge:

Can children recall facts and details about the ancient Egyptian civilisation? Do children know the difference between ancient and modern?

https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=2ahUKEwiB_ufR1f_iAhUIQUEAHf4HAloQFjADegQIAxAC&url=https%3A%2F%2Fsheffieldmanorlodge.org%2Fsheffield-manor-lodge-history%2F&usg=AOvVaw14lstZBgp5Z8U4kZ_KZbJa






Y3




Y4




Historical Enquiry







,

Evidence (Sources) Paintings & drawings of the site Field work https://sheffieldmanorlodge.org/sheffield-manor-lodge-history/ Historical terms/key Vocabulary: Tudor, Manor Lodge, Turret House, Bess of Hardwick, Mary Queen of Scots

Autumn 1 2020

Local History-

Made in

Sheffield

a local history study a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

Chronological Awareness






knowledge

Y3


Immersion- Kelham Island Museum Trip Knowledge of: People Key figures in Sheffield’s industrial history Background: In 1740 Benjamin Huntsman invented the crucible method of making steel, and by the end of the century Sheffield was supplying the world with engineering and tool steel. About the same time Thomas Boulsover invented Old Sheffield Plate through the fusion of silver and copper. The coming of the railways in the 1840s provided new opportunities for Sheffield manufacturers. Small steel and tool makers who grasped them became the great steel masters of the late Victorian age. John Brown, for example, made his fortune developing the conical spring buffer. Harry Brearley was an English metallurgist, credited with the invention of "rustless steel". Based in Sheffield, his invention brought affordable cutlery to the masses,


https://www.joinedupheritagesheffield.org.uk/content/category/resources

Sticky Knowledge

How old is the current Turret house building?

What is it most famous for?











Y4






Y3




Y4




Historical Enquiry







,

and saw an expansion of the city’s traditional cutlery trade. Born: 18 February 1871, Sheffield

Do children know that Benjamin Huntsman, Thomas Boulsover lived around 1740 and that that was 300 years ? Do children know that Benjamin Huntsman & Thomas Boulsover were industrial

inventors in Sheffield ? Learn about the Tyzack family-file cutters at Abbeydale and Rockingham street What was it like for the workers in Sheffield?

Also study the stories of Women of Steel –WW2 factory workers Events /Situations Can children look at the events leading up to steel manufacturing in Sheffield? Why was Sheffield a good location for the steel industry? What were the main products produced in Sheffield and what were they used for?

How crucial was the steel industry during the World Wars? Developments How did steel manufacturing develop and how did the processes change? Can children describe the steel making process? Chronology and characteristic features Why is Sheffield known as the Steel City? What local logos/ emblems can you find that represent the steel industry in Sheffield? Evidence (Sources) Kelham Island museum , Abbeydale industrial Hamlet Evidence (Sources)

Can children use Sheffield City Library to find out clues about what people made in Sheffield in the past? Can children make deductions about the past from a variety of sources? What can children learn from visiting the sites of steel production in Sheffield’s past and looking at the machinery used?

Historical terms/key Vocabulary:

Sticky Knowledge

Can children explain why Sheffield is called ‘Steel City’

Can children name items made in Sheffield?

Can children describe how steel is made?

https://www.google.co.uk/search?q=harry+brearley+born&stick=H4sIAAAAAAAAAOPgE-LUz9U3MM0ti0_TEstOttIvSM0vyEkFUkXF-XlWSflFeYtYhTMSi4oqFZKKUhOLclKBDKAoAL5zIwg7AAAA&sa=X&ved=2ahUKEwjsu4CbspPjAhVAUxUIHUW2D3AQ6BMoADAcegQIDhAG

https://www.google.co.uk/search?q=Sheffield&stick=H4sIAAAAAAAAAOPgE-LUz9U3MM0ti09T4gAxc81N07XEspOt9AtS8wtyUoFUUXF-nlVSflHeIlbO4IzUtLTM1JwUAMo_bZg7AAAA&sa=X&ved=2ahUKEwjsu4CbspPjAhVAUxUIHUW2D3AQmxMoATAcegQIDhAH

Steel, Forge, little mesters, grinding, cutting, water wheel, files, cutlery, blades, scythes, fmills , factories, crucible, furnace

Spring 1 2021

The

Stone

Age

BRITISH

Changes in Britain from the Stone Age to the Iron Age






knowledge

Y3





Y4






Y3




Y4




Historical Enquiry





Y3 Communicate their knowledge through:

Y4 Recall, select and organise historical information

,

Immersion: Stone Age History Box / Weston Park Museum exhibits Knowledge of: Defining ‘prehistory’ and learning how archaeologists find out about the past when there is no written history. Exploring cave men of the early Paleolithic period of the Stone Age. Exploring the lives of people in the Mesolithic period of the Stone Age. Investigating technological advances in the Neolithic period of the Stone Age and investigating Stonehenge. Finding out about life in the Bronze Age, and how bronze was made and used. Investigating the lives of people in the Iron Age and how life had eveloped from the Bronze Age. Consolidating understanding of the Stone, Bronze and Iron Ages, and ordering events and changes chronologically.

Knowledge of : People Can children explain how and when people first came to Britain? • Do children know what kind of animals early humans encountered? • Do children know where early humans lived? Do children know how people were buried in the Bronze Age? Events /Situations Do children know what happened to Britain’s coastline when the ice sheets of the last Ice Age retreated? • Do children know where Doggerland is? • Can children describe what Mesolithic life was like?

Developments Do children know where and when agriculture was developed? • Do children know when people in Britain started farming? • Do children know what Stonehenge is and how the landscape developed? Do children know what happened to the climate at the end of the Bronze Age? Do children know how bronze is made? Do children know what happened at the end of the Iron Age? Do children know how iron is made?

Chronology and characteristic features Do children know what the term ‘prehistory’ means? • Do children know the names of the three periods of prehistory? • Do children know what Iron Age houses were like?

Twinkl Historical Association- Key Stage History Resources in school History Box

Discussion, Drawing pictures ,drama/role play, models,,Writing , Using ICT

Communicate their knowledge and understanding.

Evidence (Sources) Historical terms/key Vocabulary: Stone Age, Bronze Age, Iron Age, prehistory, , archaeologist, agriculture, Mesolithic ,Palaeolithic, Neolithic, homo sapiens

Summer 1

The

Terrible

Tudors

BRITISH History

A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)







knowledge

Y3





Y4






Y3




Immersion: Visit to Bishop’s House/ Manor Lodge

Turret House Can children describe some of the most common diseases during the Tudor period?

Knowledge of: Prior knowledge: Do children know who the Tudors were?

Knowledge of : People Can children use a family tree to identify members of the Tudor family and how they are related? Know that some poor people in Tudor Britain had no choice but to commit crimes to survive. Explain some of the differences between the experiences of rich and poor Tudor children. Can children describe some of the ways in which Tudor children would have spent their time? Events /Situations Can children recognise that there was a difference between the diets of the rich and the poor in Tudor times? Describe some of the ways in which diseases were cured by Tudor doctors and folk cures.

Developments Recognise the differences between the Tudor diet and our diet today and give reasons for this. Can children name some of the ways in which criminals were punished in Tudor Britain? Do children know that life expectancy for children in Tudor times was much lower than today?

Twinkl Historical Association- Key Stage History Elizabethans Resources in school

Sticky Knowledge:

Do children know what the term ‘prehistory’ means?

• Do children know the names of the three periods of

prehistory?

Do children know how iron is made?

Y4




Historical Enquiry







,

Chronology and characteristic features Can children place the Tudors on a timeline? Can children describe some of the features of Tudor fashion? Can children describe the main foods of the Tudor diet?

Evidence (Sources) Can children use secondary sources, including pictures, to find out about Tudor fashion? Can children evaluate the fairness of Tudor punishments in relation to the crime? Do children know that the Tudors had little knowledge about the body and diseases?

Historical terms/key Vocabulary: Tudors, Henry VII, crime, punishments, disease, life expectancy, rich, poor

Sticky Knowledge:

Explain some of the differences between the experiences of rich and poor Tudor children.

Can children place the Tudors on a timeline?

HISTORY Y5/6 National Curriculum Coverage, Progression in Skills and Knowledge and Supporting Resources /Schemes of Work

HISTORY Y5/6 2 Year Cycle

National Curriculum

Skills Progression Knowledge/Vocabulary Schemes/ Resources

Autumn 1 2019

The Vikings

BRITISH

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor


Y5 Know and sequence key events of time

studied

Use relevant terms and period labels

Make comparisons between different times in

the past

Y6

Place current study on time line in relation to

other studies


knowledge

Y5 Study different aspects of

different people - differences

between men and women

Immersion: Yorvic Viking Centre-York Knowledge of: Background knowledge -context; Can children explain how the Anglo-Saxons came to Britain? Do children know why this period is often referred to as the Dark Ages? Can children give an overview of what life was like in the 8th century before the Viking invasions? Knowledge of : People Can children describe what life was like for Vikings in Britain? Can children identify differences between Viking and Anglo-Saxon life? Can children identify similarities between Viking and Anglo-Saxon life? Can children describe the role King Alfred played in making England a unified country? Can children suggest reasons why he was dubbed ‘Great’? Events /Situations Can children name the key historical figures and describe their role in events?


How many of these KS2 history concepts do our pupils understand?

Use this word bank to link key concepts to KS2 history themes and include on knowledge organisers. .

Afterlife Army Blitz Border Christianity City Civil war Civilization Colony Conflict Conquest Coronation Country Democracy Emperor Empire Enemy Fleet

Freedom Frontier King Law Legacy Merchant Migration Military Monarch Monastery Monk Nation Navy Pagan Parliament Peace Peasant Power Prince Rebel

Reformation Queen Religion Ruler Settlement Slave Society Tax Trade Tribe Voyage War

Examine causes and results

of great events and the

impact on people

Compare life in early and

late 'times' studied

Compare an aspect of life

with the same aspect in

another period

Y6

Can children discuss causes and effects of historical events? Do children know why the Battle of Hastings took place? Can children describe the main events surrounding the Norman conquest? Can children offer reasons for why the Vikings invaded? Can children recognise and describe the different perspectives of the Viking invasions? Can children describe how the Vikings gained control of the northeast of England? Developments Do children know that by 1016, England was a unified country under the control

of a single king? Do children know that the Battle of Hastings ended the era of Anglo-Saxon and

Viking rule in Britain? Chronology and characteristic features Do children know when the Vikings first invaded Britain? Do children know that the Vikings settled in Britain after the first raids in the 8th century? Evidence (Sources) Can children use a variety of sources of information to find out the life of King Alfred? Can children use a variety of sources to gather information? Historical terms/key Vocabulary:

Spring 1 2020

Ancient Greeks

WORLD

Ancient Greece – a study of Greek life and achievements and their influence on the western world



studied



the past Y6

Place current study on time line in relation to other studies

Immersion: Knowledge of:

Knowledge of : People Events /Situations Developments Chronology and characteristic features

Twinkl Historical Association Key Stage History Resources in school

Sticky Knowledge:

Find out about beliefs,

behaviour and characteristics

of people, recognising that

not everyone shares the same

views and feelings

behaviour with another time

studied

of a past event in terms of

cause and effect using

evidence to support and

illustrate their explanation

and events of time studied


knowledge

Y5 Study different aspects of





impact on people





another period

Historical Enquiry

Y5 Begin to identify primary and secondary

sources

Use evidence to build up a picture of a past

event

Select relevant sections of information

Use the library and internet for research with

increasing confidence

Evidence (Sources) Historical terms/key Vocabulary:

Planbee free resources

Sticky Knowledge:

Y6 Link sources and work out how

conclusions were arrived at

accuracy of interpretations – fact or

fiction and opinion

will lead to different conclusions

internet for research

Organisation and Communication


Y6 Select and organise information to produce structured work, making appropriate use of dates and terms.

,

Summer 1

2020

Anglo

Saxons &

Scots

BRITISH

Britain’s settlement by Anglo-Saxons and Scots



studied



the past

Y6 Place current study on time line

in relation to other studies

a time line


knowledge

Immersion:

Knowledge of: Do children understand what an archaeologist does and why they excavate certain sites? Can children identify on a map where the Anglo- Saxons came from?

People

Do children know who the Scots were and where they lived? Do children know who the Picts were and where they lived? Do children understand that there were tensions between the Scots, Picts and Anglo-Saxons?

Twinkl Historical Association Resources in school

Y5

Study different aspects of





impact on people





another period

Y6

Find out about beliefs, behaviour and

characteristics of people, recognising that not

everyone shares the same views and feelings

time studied

terms of cause and effect using evidence to

support and illustrate their explanation

studied

Historical Enquiry

Y5

Begin to identify primary and secondary sources


event




Y6

Link sources and work out how



fiction and opinion



Can children use generate questions to explore relating to everyday life in Anglo-Saxon times? Can children use a variety of historical sources to find out about everyday life? Can children compare the lives of rich and poor Anglo-Saxons? Can children describe the pastimes of different type of people in Anglo-Saxon Britain? Events /Situations/ Concepts

Can children explain the difference between invasion and settlement? Do children understand why they told stories like Beowulf? Developments

Do children know that some people in Britain were Christians before the Anglo-Saxons invaded? Do children know that Anglo-Saxons were pagans when they came to Britain? Can children describe some of the factors that helped convert Britain to Christianity? Chronology and characteristic features

Can children place the Anglo-Saxons on a timeline? Evidence (Sources)

Can children study objects and answer questions about them? Can children make suggestions about what the objects discovered at Sutton Hoo tell us about the person buried there? Can the children explain the evidence for their decisions about who the person at Sutton Hoo was? Can the children make a judgement about which evidence is most helpful? Do the children understand that other people have different

interpretations? Can children infer what life was like in Anglo- Saxon times from the story of Beowulf? Historical terms/key Vocabulary:

Organisation and Communication Y5 Recall, select and organise historical information Communicate their knowledge and understanding.


,

Scots, Picts, Angl-Saxons, Beowulf, Sutton Hoo, Archaeologist , excavation, invade, settle (invaders/settlers)

Autumn 1 2020

World War II

Sheffield Blitz

BRITISH/LOCAL

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066



studied



the past



a time line


knowledge

Y5






impact on people

Immersion:

Knowledge of:

Knowledge of : People Events /Situations Developments Chronology and characteristic features Evidence (Sources) Historical terms/key Vocabulary:



Sticky Knowledge:

Can children explain the difference between invasion and settlement? Can children describe what life was like in Anglo- Saxon times?










another period

Y6




time studied



studied

Historical Enquiry

Y5



event




Y6




fiction and opinion




,

Sticky Knowledge:


Spring 1 2021

Ancient

Civilisations

Benin

WORLD

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.



studied



the past



a time line


knowledge

Y5






impact on people





another period

Y6

Immersion: Knowledge of:

Knowledge of : People Events /Situations Developments Chronology and characteristic features Evidence (Sources) Historical terms/key Vocabulary:

Resources in school / Twinkl Historical Association

Sticky Knowledge:




time studied



studied

Historical Enquiry

Y5



event




Y6




fiction and opinion





,

Summer 1 2021

Leisure

through the

Ages

Sheffield BRITISH/LOCAL

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 changes in an aspect of social history, leisure and entertainment in the 20th Century



studied



the past



and terms

a time line


knowledge

Y5






impact on people





another period

Y6




time studied

Immersion: Visit to modern football stadium, Weston Park

Museum Knowledge of:

People Events /Situations Developments Chronology and characteristic features Evidence (Sources) Historical terms/key Vocabulary:


Sticky Knowledge:



studied

Historical Enquiry

Y5



event




Y6




fiction and opinion





,

GEOGRAPHY Y3/4


Geography National Curriculum 2014

GEOGRAPHY Y3/4

2 Year Cycle

National Curriculum Skills Progression Knowledge/Vocabulary Scheme /planning support

Autumn 1 2019

Feed the

World (Fairtrade,

imports/exports-Global trade)

Physical geography: Describe and understand key aspects of physical geography including location, natural resources, and climate. Human geography: Describe and understand key aspects of human geography, including trade links, the role of workers in different countries along the supply chain and comparing the wealth and level of development of different countries. Geographical skills and fieldwork: Presenting data related to global trade in table and graph form, and draw conclusions on which country the UK exports the most to.

Immersion: Visit a fruit & vegetable market/ visit the farm

and allotments at the Discovery Centre (Manor Lane) Know that the United Kingdom is in the Northern Hemisphere. Understand that our food comes from different places around the world. Explain some of the ways food is processed and transported around the world. Describe some of the conditions in temperate climate zones. Know some of the foods that are produced in temperate climate zones. Explain how these foods are transported long distances. Know where the tropics are. Describe the conditions of tropical climate zones. Explain how buying fair trade produce benefits food growers. Know what a biome is. Explain how land is changed to enable more food to be produced. Understand some of the consequences of changing the way land is used. Know where in the world Mediterranean climate zones are found. Describe the conditions in Mediterranean climate zones. Describe some ways land is used for farming in Mediterranean climate zones. Know what longitude and latitude lines are. Describe the climate in the United Kingdom and other temperate climate zones. Explain some ways land is used by farmers to produce food in the United Kingdom. Use hemisphere, longitude and latitude to describe locations. Describe some differences between climate zones. Know that some food sold in the U.K. comes from other parts of the world.

Geographical Vocabulary: Biome, temperate, climate zone, Northern Hemisphere, Mediterranean , longitude, latitude, food processing, transportation

TWINKL –Where our food comes from/Fairtrade PLANBEE-Where does our food come from?

Spring 2 2020

Rainforests

- 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) - 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 within 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 - describe and understand key aspects of 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 -use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied


PLANBEE-Rainforests

Summer 2 2020

Angry Earth-

Volcanoes

Can children recognise what a volcano is? Can children explain why a volcano erupts? Can children explain where some famous volcanoes are in the world? Can children explain and describe what happens when a volcano erupts? Can children explain why a volcano erupts? Do children understand that volcanic eruptions impact the surrounding areas? Do children understand the parts of a volcano? Can children explain the three main types of volcanoes? Can children understand and interpret cross-section diagrams of volcanoes? Do children understand the world’s countries sit on large tectonic plates? Can children name the tectonic plates and countries that lie on them? Do children understand there are three types of plate boundaries? Can children explain why some people and animals live near volcanoes? Do children understand that not all volcanic regions are hostile? Can children explain how people, plants and animals adapt to a volcanic environment? Do children understand the similarities and differences between a volcanic area and a non-volcanic area? Can children explain how their life differs to others? Do children understand why people choose to settle in certain areas?

PLANBEE-Volcanoes

Sticky Knowledge:

Know that the United Kingdom is in the Northern Hemisphere.

Know some of the foods that are produced in temperate climate zones

Know what a biome is.

Know what longitude and latitude lines are.

Sticky Knowledge:

Geographical Vocabulary: Volcano, volcanic, eruption, lava, tectonic plates, plate boundaries, composite, shield, dome, extinct, active, dormant

Autumn 2

2020

Where in the World?

- 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

- 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 within North or South America

- describe and understand key

Do children know what a continent is? Can children name each of the 7 continents? Can children locate the 7 continents on a map? Can children locate the 7 oceans on a map? Can children use a map to locate different countries around the world? Can children state which continent a particular country is in? Can children identify and name some of the highest mountains in different continents? Can children identify and name some of the longest rivers in different continents? Can children use a variety of sources to find out about key geographical features of the 7 continents? Do children know what a capital city is? Can children use maps to locate capital cities? Can children use a variety of sources to find out about geographical features of a particular capital city? Do children understand the difference between human and physical geography? Can children use appropriate sources of information to find out about a particular country? Can children locate countries, continents and cities on a map? Can children identify similarities between different countries? Can children identify differences between countries? Do children understand that all countries have different features and characteristics?

Geographical Vocabulary: Continent, country, capital city, human geography, physical geography Names of 7 continents

PLANBEE- Countries of the World

Sticky Know ledge:

Can children explain why a volcano erupts? Can children explain where some famous volcanoes are in the world? Can children recognise what a volcano is?

aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

- use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Spring 2 2021

7 Rivers 7 Hills

Rivers/

mountains

•- 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 •- describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle •- use maps, atlases, globes and digital/computer

Mayfield Valley / Peak District fieldwork Understand why the water cycle is an important process on our planet. Do children understand the steps involved in the water cycle? Can children explain the water cycle in their own words? Can children explain what a river is? Do children know some of the features of a river? Can children explain the process of erosion, transportation and deposition? Can children describe some river uses? Can children use secondary sources to find out information? Can children support their points with statistics and specific data? Do children understand some of the causes of water pollution? Do children understand the effect water pollution has on the environment? Are children able to think about water pollution on local and global scales? Can children ask geographical questions? Can children use secondary sources of information to find out answers to specific questions? Can children use the internet to help them with a geographical enquiry? Can children choose a line of enquiry for an investigation? Can children use secondary sources to find answers to geographical questions? Can children choose a suitable way to present their findings?

PLANBEE-Rivers https://www.hamilton-trust.org.uk/topics/lower-key-stage-2-topics/mountains-rivers-and-coasts/rivers-people/

Sticky Knowledge:

Can children name each of the 7 continents? Can children locate the 7 continents on a map? Can children locate countries, continents and cities on a map?

https://www.hamilton-trust.org.uk/topics/lower-key-stage-2-topics/mountains-rivers-and-coasts/rivers-people/






mapping to locate countries and describe features studied View more Geography objectives


Summer 2 2021

Europe

• 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

•- 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 within North or South America

•- describe and understand key aspects of 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

• use maps, atlases, globes and digital/computer

Knowledge: Can children locate Europe on a world map? Do children know that the UK is a country in Europe? Can children describe some of the geographical features of Europe? Can children locate Europe on a world map? Can children identify European countries? Can children use a map to identify European countries? Can children match European flags to their countries? Do children know that there are a variety of currencies in Europe, including the euro? Can children describe ways in which European countries are different from each other? Can children describe what a capital city is? Can children identify the capital cities of some European countries? Can children locate European capital cities on a map? Can children identify landmarks belonging to different European cities? Can children use a variety of sources to find out about the geographical features of cities? Can children compare and contrast two different European cities? Geographical Vocabulary: Europe, names of European countries, cities, flags, currencies, governments Names of European capital cities, human features of cities

Planbee-Our European Neighbours-including comparing London-Paris and a country study

Sticky Knowledge:

Can children explain what a river is?

Do children understand the steps involved in the water cycle? Can children explain the water cycle in their own words?

Do children know some of the features of a river?

mapping to locate countries and describe features studied

Sticky Knowledge:

Can children locate Europe on a world map? Do children know that the UK is a country in Europe? Can children identify landmarks belonging to different European

cities?

GEOGRAPHY Y5/6 National Curriculum Coverage, Progression in Skills and Knowledge and Supporting Resources /Schemes of Work

GEOGRAPHY Y5/6

2 Year Cycle

National Curriculum Skills Progression Knowledge/Vocabulary Schemes/Resources

Looking to the Future (Natural resources) How do we use the land in Britain? What natural resources do we use to produce energy? What renewable natural resources do we use? How are products such as concrete, glass, wood and steel produced and traded?

KS2 - describe and understand key aspects of 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

KS2 - use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied


PLANBEE- Natural Resources Royal Geographical Society https://www.rgs.org/schools/teaching-resources/global-trade/

Exploring Africa (Including Somalia)

• 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,

PLANBEE Exploring Africa

Sticky Knowledge:

https://www.rgs.org/schools/teaching-resources/global-trade/




countries, and major cities • 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 within North or South America •describe and understand key aspects of 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 • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Location, Location, Location Regions/features of UK

- name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical

PLANBEE -The United Kingdom

Sticky Knowledge:

Sticky Knowledge:

characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns - describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, and the water cycle - use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

North America study Canada Longitude, Latitude, Equator

- 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 within North or South America

- describe and understand key aspects of physical geography, including:

TWINKL-Canada PLANBEE North America

Sticky Knowledge:

climate zones, biomes and vegetation belts, rivers, mountains, and the water cycle - use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Spotlight on… (Fieldwork) –Local/Edale

Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use the eight points of a compass, four and six-figure 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

PLANBEE -Our Local Area UK's economic activity, land use, settlements, climate, upland areas and England's longest rivers link to own local area

Sticky Knowledge:

maps, plans and graphs, and digital technologies.

Fossils & Fangs-Whitby Investigating Coasts

- 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

- describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

- use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Plan Bee-investigating Coasts

Sticky Knowledge:

Documents

HISTORY KS1 - Amazon Web Services · Arctic) expeditions, voyages, Space travel Cultural diversity/gender equality: ... Can children describe the events surrounding the first landing