Whole School Theme- Builders and Buildings
For each whole school theme, children will be completing a range of activities to support their learning linking to the driver of 'Builders and Buildings' within each subject. There will be cross-curricular links for children to access the curriculum whilst being taught the knowledge and skills relevant to their year group within history.
EYFS-How have things changed since I was a baby?
Focus: Order images into a plausible chronological order,identify changes between me as a baby and myself now, identify similarities and differences between my now and the past
Year 1-History detectives – spot the differences! (Houses)
NC Ref: changes within living memory, places in locality
Focus: Use of primary sources, comparing to find similarity and difference, chronology, beginning to explain change and continuity.
Year 2-All change? Structures (Consett steel works)
NC ref: Changes within living memory and beyond. Significant places in our own locality.
Focus: Identifying and writing about change and its causes. Forming an interpretation, use of primary sources
Year 3- Why did the Ancient Egyptians build pyramids?
NC ref: Achievements of earliest civilisations - Ancient Egypt
Focus: key features of early civilisation, chronology ( sequence, duration and contemporaneous development) causation, use of primary sources (supported inferences)
Year 4- What was daily life like for Romans? (Focus on Arbeia)
NC ref: The Roman Empire and its impact on Britain
Focus: Key features of a global empire, chronology (duration) similarity and difference of experiences within the period (rich/poor, men/women/child, slave/ free) use of primary sources – supported inference and lines of enquiry
Year 5- Who was making history in faraway places in the year 1000? (Mayan focus)
NC ref: non-European society that provides contrast to British history
Focus: Chronology – developing terminology of periods, contemporaneous developments, key features of a contrasting society and its development, similarity and difference to Britain in c.1000, use of primary sources, identification of key points in historical interpretations.
Year 6- Can we choose Britain’s most important structure?
NC Ref: Aspect or theme since 1066
Focus: Chronological security – sequence and duration, key periods and their features, causation and consequences, use of primary sources to evaluate utility, producing own representations of the past.