- LO: To define the basic characteristics of the Paleolithic, Mesolithic and Neolithic periods (making reference to timelines in relation to present day) Can they describe events and periods using the words: BC, AD and decade? Can they describe events and periods using the words: ancient and century?
- LO: To identify key features of the Paleolithic period and the importance of artefacts (focus on their lifestyle, discovery of fire, hunter gatherers) (Use the story Stone Age Boy – diary entry?) Can they begin to picture what life would have been like for the early settlers?
- LO: To understand the progression from the old to the new stone age (Neolithic period – Skara Brae/Stonehenge/transition to farming culture). Do they appreciate that the early Brits would not have communicated as we do or have eaten as we do?
- LO: To research the impact of the discovery of metal on human progress (Bronze Age) Can they research a specific event from the past?
- LO: To understand the importance of ‘grave goods’ (Amesbury Archer – e.g. newspaper article) Can they use their ‘information finding’ skills in writing to help them write about historical information?
- LO: To make comparisons between communities in the Stone Age to those in the Iron Age (hill forts and their significance, warriors/celts– refer to the change from Bronze to Iron tools). X2 lessons
- LO: To summarise the changes in Britain from the Stone Age to the Iron Age and make comparisons to modern day Can they suggest why certain events happened as they did in history?
- LO: Examine how the Roman Empire changed areas over time and begin to ask why. Identify areas of the world and label them using a chn’s atlas (make links to the Iron Age/Celts and the origins of Romans – Romulus and Remus finding Rome) Can they suggest why certain events happened as they did in history?
- LO: Discover facts about Julius Caesar’s attempted invasion of Britain Can they use a timeline within a specific time in history to set out the order things may have happened?
- LO: Learn what Roman soldiers wore and carried and why, make comparisons with soldiers of today. LO: Find out about the Celtic rebellion against the Romans led by Boudicca. Do they realise that invaders in the past would have fought fiercely, using hand to hand combat?
- LO: Find out about Roman gladiators using a variety of sources of information, including the internet. (make reference to Rome and Britain)
- LO: Find out about Roman hygiene and how they introduced public baths, toilets and sewers to Britain.
- LO: Learn about the Romanisation of Britain including cultural and religious beliefs. (Caerwent) Can they research a specific event from the past?
- LO: I can present my understanding of the Romans, showing the knowledge that I have acquired over the past term. Can they use their ‘information finding’ skills in writing to help them write about historical information?
History unit is taught in the Autumn and Summer term
- Who were the Anglo-Saxons and why did they invade and settle in Britain?
- Place the Anglo-Saxon period in a chronological framework
- to use the terms ‘invade’ and ‘settle’
- to recognise characteristics that place Anglo-Saxons as having lived a long time ago in the past-
- that Anglo-Saxons invaded Britain and that the period of invasion was followed by a period of settlement
- Locate the Anglo-Saxon homelands on a map and understand their lifestyle.
- Find out about their way of life e.g. food, homes etc
- To draw on a variety of sources and present appropriately what they have learnt about the Sutton Hoo burial.
-what was discovered at Sutton Hoo
-what can and cannot learn from objects
-to make inferences from archaeological evidence
-to answer questions about the finds at Sutton Hoo
-to make deductions about who the grave commemorated