Bowerham Primary and Nursery School History Curriculum 2020

EYFS

Subject specific focus from statutory framework for Early Years Foundation Stage

Understanding the world People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes.

Guidance from Development Matters in the Early Years Foundation Stage Looks closely at similarities, differences, patterns and change. Early Learning Goal Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 The World focus – learning The World focus – season of The World focus – taking care Understanding the world – People and Communities – Understanding the world – about our pets in school: hens, Autumn discussing changes. of birds over the winter, types float or sink experiments celebrating Ramadan and planting seeds – making harvesting fruit and veg around of birds, features of a bird, the The World – materials – Shavuot, what these observations of plants school. People and Communities focus- sounds they make science and engineering celebrations look like and Post Office visit Diwali, Christmas and week experiments (the past how they are celebrated in People and Communities Hanukkah People and Communities – two years has been linked to different countries. People and Communities – Eid, focus- Sukkot, Rosh Hashanah celebrations Chinese New Year, Pancake Monsters/Dinosaurs Love celebrations in different cultures celebrations Day, Valentines, Tu B’Shevat, Underpants stories) The World – environment, Holi changes – Spring walk Looking closely at similarities around local area (Greaves) and differences – observing compare to Autumn walk. and analysing daffodils and how the season of spring People and communities – changes our environment. traditions: Easter – may be covered in Spring depending on dates Ongoing – Understanding the World: People and Communities – daily Key Worker time gives children the opportunity to talk in small groups about themselves, their families and the community. We look at Tapestry observations posted from home to show other children about similarities and differences between themselves and others. Stories and songs from different cultures are explored throughout the year. Following children’s interests gives the opportunity to explore all areas of Understanding the World. Key Stage 1 Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Pupils should be taught about:  changes within living memory; where appropriate, these should be used to reveal aspects of change in national life  events beyond living memory that are significant nationally or globally  the lives of significant individuals in the past who have contributed to national and international achievements  significant historical events, people and places in their own locality. KS1 Overarching Historical Vocabulary Century Remember Source Impact Evidence Recent Chronological order Opinion Interpret Research Significant Lifetime Living memory Fact Enquire History Past / present Explorer Today Yesterday Future Here Now Then Last week / month / year Then Timeline Order Remember Anniversary First / last Birthday Life Death Ancient Change Hours / days / weeks Decade Hundred Thousand AD / CE BC / BCE Before / after Monarch Kingdom King / Queen Throne reign Famous Special Modern People Event local National Artefact Museum Object Compare Similar / different Y1 Autumn Spring Summer Events beyond living memory that are significant Changes within living memory (where The lives of significant individuals in the past who have contributed to nationally or globally appropriate, these should be used to reveal national and international achievements (some should be used to compare aspects of change in national life) aspects of lives in different periods) The Great Fire of London Explorers: Lancaster then and now; changes the Amelia Earhart and Christopher Columbus children remember in their own lifetime. Transport: changes over time. 2nd September 1666 A fire broke out in a bakery on Pudding Key events in the children’s lifetime. Amelia Earhart (1897 – 1937) Lane in London a little after midnight and eventually spread 1897 Born in Kansas, USA across most of the city Transport: 1928 First female passenger to cross the Atlantic by airplane 4th September 1666 St Paul’s Cathedral was destroyed 3500 BC Wheel is invented in Iraq 1932 First woman to fly solo across the Atlantic 6th September 1666 The very last fire was extinguished early in 1783 Hot air balloon is invented 1937 Disappeared in the Pacific Ocean attempting to circumnavigate the globe

the morning by a crew led by Samuel Pepys 1817 Bicycle is invented 27th October 1666 Robert Hubert was hanged at Tyburn for 1825 First passenger railway opens Christopher Columbus (1451-1506) starting the fire – he confessed that he did this, but it later 1847 SS Great Britain is first iron hull, screw-driven ship 1451 Born in Italy turned out that he was innocent, and the fire was an accident to cross the Atlantic 1492 Colombus set sail for the Indies, which were in the East. He thought it would be quicker to 1677 The monument to the Great Fire of London was 1885 Car is invented sail west, round the globe. Instead, he found the “Americas”. completed 1900s Electric trams run in many towns (including 1493 Second voyage to the New World Lancaster) 1498 Third voyage 1903 First aeroplane flight – Wright brothers 1502 Fourth voyage 1961 Yuri Gagarin is the first human in space 1506 Died in Vallodolid, Spain 1969 Apollo 11 landed on the moon and Neil Armstrong was the first man to walk on the moon. Future What next?

Chronological Knowledge Chronological London Lifetime Amelia Earhart Pudding Lane Changes Exploration Thomas Farriner Past Explorer Fire Present Aviation

Fire brigade Wheel Pilot Samuel Pepys Balloon Atlantic Lord Mayor Bicycle Distinguished Flying Cross King Charles II Railway Altitude River Thames Ship Christopher Columbus Fire chain Car Expedition Gunpowder Engine Voyage Possessions Vehicle Ships: Santa Maria, Pinta, Niña

Key Vocabulary Key Escape Tram Indies Aeroplane Indigenous Space Colony

How did the fire start and spread across London? What can you remember? What is an explorer? How did people react during the fire? What changes can you see? Who was Amelia Earhart? How do we know about the Great Fire of London? What is in the past and what is now? Why is she important to people? How was the city rebuilt? How does transport help us? Who was Christopher Columbus? What did Colombus do that we do not agree with today and why?

Key Key Questions MOSI Museum of Liverpool Museum of Transport, Manchester

Enrichment Enrichment opportunities Chronology Can I recognise the distinction between past and present? Can I order and sequence some familiar events and objects? Can I identify some similarities and differences between ways of life at different times? Can I use some everyday terms about the passing of time such as “a long time ago” and “before”? Enquiry, Interpretation and Using Sources Can I make simple observations about different people, events, belief and communities? Can I use sources to answer simple questions about the past? Can I identify some of the basic ways in which the past can be represented? Can I choose parts of stories and other sources to show what they know about the past? Communication Can I describe special or significant events? Can I retell simple stories or events from the past? Can I use simple historical terms? Events, People and Changes Can I retell some events from beyond my living memory which are significant nationally and globally?

Can I describe some changes within living memory?

Skills Y2 Autumn Spring Summer Events beyond living memory that The lives of significant individuals in the past Significant historical events, people and Events beyond living memory that are are significant nationally or who have contributed to national and places in their own locality significant nationally or globally globally international achievements (some should be used to compare aspects of lives in different Who was Sir Richard Owen? Titanic: The Unsinkable Ship The significance of Bonfire Night: periods) Guy Fawkes and the Gunpowder Civil Rights Activists: Plot Nelson Mandela and Emmeline Pankhurst th st 13 April 1570 Guy Fawkes was born in York Nelson Mandela (1918-2013) 1804 Born in Lancaster 31 May 1911 Titanic was launched at Harland and 24th March 1603 King James I was crowned 1918 Born in Mvezo, South Africa Early life Attended Lancaster Royal Grammar School Wolff shipyard, Belfast King of 1942 He joined the African National Congress 1824 Became a medical student at University of 10th April 1912 Titanic departed Southampton on 20th May 1604 Guy Fawkes, Robert Catesby 1948 The Nationalist Party of South Africa introduced Edinburgh her maiden voyage to pick up more passengers at and others met in the Duck and Drake pub Apartheid which meant black and white people had to live 1836 Appointed Hunterian professor in the Royal College Cherbourg, France for the first time separately. of Surgeons

Chronologic al Knowledge March 1605 The group rented a cellar under 1961 Mandela organised a three-day worker strike and was 1856 Became superintendent of the natural history 11th April 1912 Titanic arrived at Queenstown, the Houses of Parliament and hid 36 barrels arrested department of the , eventually Ireland, before she departed for New York of gunpowder under bundles of wood 1963 Mandela was sentenced to life in prison succeeding in creating the Natural History Museum in 14th April Titanic received several warnings of 26th October 1605 Lord Monteagle received 1990 Nelson Mandela was finally released from prison South Kensington in 1881 icebergs a letter warning him not to attend the 1993 He was awarded the Nobel Peace Prize 1883 Made a knight of the Order of the Bath 11.40pm Lookout Frederick Fleet spotted an opening of Parliament on 5th November 1994 Mandela was elected President of South Africa 1892 Died at home in Richmond, London iceberg dead ahead. The ship struck the iceberg on 1st November 1605 King James I was shown 2013 Mandela died aged 95 her starboard side the letter 15th April 4th November 1605 Robert Cecil, Secretary Emmeline Pankhurst (1858-1928) 12.00am The captain was informed the ship would of State, ordered a search under the Houses 1858 Born in Manchester only stay afloat for a couple of hours and began of Parliament 1903 She founded the Women’s Social and Political Union sinking bow first. 5th November 1605 Guy Fawkes was found, with the aim of gaining the same voting rights as men 12.25am The lifeboats began loading women and arrested and taken to the Tower of London 1914-1918 During the First World War, Pankhurst children first. The Carpathia, southeast of the 31st January 1606 Guy Fawkes, along with encouraged members to put demonstrations on hold to Titanic by about 58 miles, picked up the distress others, was executed for treason. focus on helping the war effort call. 1918 The Representation of the People Act was introduced, 12.45am The first lifeboat was safely lowered giving the vote to women over age 30 who owned away with only 28 of 65 seats filled. property. 2.05am The last lifeboat departed, leaving over 1928 Emmeline Pankhurst died; just 18 days later, the 1500 people on the sinking ship. government passed a law to give women equal voting 2.10am The ship broke into two pieces, and the rights. bow sank 2.20am The stern sank and people in the water froze to death 8.50am The Carpathia departed for New York with 705 survivors from the area Gunpowder Civil Rights Dinosaur White Star Line Catholic Activist Theory of evolution Iceberg Protestant Apartheid Charles Darwin Propellor London Nobel Peace Prize Biologist Atlantic King James I Government Naturalist Lifeboat

Robert Cecil Prison Fossils First / Second / Third Class Lord Monteagle South Africa Unsinkable Guy Fawkes Vote Passengers Robert Catesby Suffragette Survivors Houses of Parliament Women’s rights Captain Edward Smith Tower of London Suffragism Lookout Frederick Fleet Executed Campaign Disaster Bonfire Strike

Key Vocabulary Key Why did Catholics want to get rid of the What change did Mandela and Pankhurst want to make? What is Richard Owen known for? What was so special about the Titanic? Protestant King? How do you think people felt about them at the time? Where can you find evidence of Sir Richard Owen’s life in What was it like for people onboard and was it the Why did they want to blow up the Houses of How are they similar and different? Lancaster? same for everyone? Parliament? Why is his life important today? Why was Titanic called “unsinkable”? How did the King find out about the plot? How could the “unsinkable ship” sink? What is the Tower of London? Why did so many people die in the disaster? What happened to Guy Fawkes and other How can we make sure disasters like this don’t conspirators? happen again? What happens nowadays to remember the event?

Key Questions Key

The Pankhurst Centre, Manchester Learning walk around Lancaster to visit sites linked to Sir Merseyside Maritime Museum – Titanic Exhibition Richard Owen

Enrichment Enrichment Opportunities Chronology

Can I order and sequence events and objects?

Skill s Can I recognise how my life is similar and/or different to the lives of people in the past? Can I use common words and phrases concerned with the passing of time? Enquiry, Interpretation and Using Sources Can I ask and answer simple questions about the past through observing and handling a range of sources? Can I consider why things may change over time? Can I recognise some basic reasons why people in the past acted as they did? Can I choose parts of stories and other sources to show what I know about significant people and events? Communication Can I talk about what/who was significant in simple historical accounts? Can I demonstrate simple historical concepts and events through role-play, drawing and writing? Can I use a variety of simple historical terms and concepts? Events, People and Changes Can I demonstrate awareness of the lives of significant individuals in the past who have contributed to national and international achievements? Can I develop an awareness of significant events, people and places in my locality?

Key Stage 2 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

Pupils should be taught about:  changes in Britain from the Stone Age to the Iron Age  the Roman Empire and its impact on Britain  Britain’s settlement by Anglo-Saxons and Scots  the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor  a local history study  a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066  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 Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China  Ancient Greece – a study of Greek life and achievements and their influence on the western 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. LKS2 Overarching Historical Vocabulary Era / period Ad (Anno Domini) Consequences Timeline Artefact Change BCE (Before Common Era) Archaeology Chronology Events Society Significant BC (Before Christ) Biased Continuity Cause Similarity / difference Stone Age CE (Common Era) Impact Monarchy Emperor Dark Ages Roman Anglo-Saxons Vikings Civilisation Neolithic Palaeolithic Mesolithic Celts Christianity Religious Normans Conquest Medieval Middle ages Peasant Victorians Tudors Stuarts Monarchy Ancient Prehistoric Century Millennium Democracy government Parliament Greek Egyptian Sumerian Indus Migration Era Industry Progress Education justice Leisure Invention Settlement Trade Farming Reform British History: A Local History Study Britain’s early civilisations Ancient / World / European History A study of an aspect or theme in British through to the Middle Ages history that extends pupils’ knowledge beyond 1066 Y3 Autumn Spring Summer The Victorians Work and play in Lancaster: Lord Ashton and Changes in Britain from the A study of the achievements of the Work, leisure and charity Sir Thomas Storey Stone Age to the Iron Age earliest civilisations – an overview 1837 Victoria becomes Queen James Williamson, 1st Baron Ashton (1842-1930) & Sir Thomas 3000 BC New Stone Age begins; farming 50000BC – present day Aboriginal Australians 1840 First postage stamp introduced, the “Penny Storey (1825-1898) people arrive from Europe. First stone 7500 BC – 5700 BC Çatalhöyük Settlement Black” 1849 Storey Bros and Co set up, manufacturing oilcloth circles are erected. 7200 BC – 5000 BC ‘Ain Ghazal 1842 Mines Act stops children under 10 working in the 1856-61 Storeys buy White Cross Mills, then North and South 2100 BC Bronze Age begins 7000 BC – 5700 BC Jiahu Culture mines Moor Lane Mills 2000 BC Stonehenge completed 5000 BC – 1750 BC Ancient Sumer 1844 Factory Act stops children between 8 and 13 1867 Storey elected Mayor (and again in 1873, 1874 and 1887) 750 BC Iron Age begins; iron replaces 3150 BC – 30 BC Ancient Egypt working more than 6.5 hours per day 1875 James gained full control of Williamson and Co., producing bronze as most useful metal. 3000 BC – 1800 BC Norte Chico

1844-45 8000km of railway track built floorcloth, linoleum and blindcloth. He built Lune Mills, adding 2700 BC – 479 BC Ancient Greece 1851 Great Exhibition at Crystal Palace to their others, Bath Mill and Greenfield Mill. 2600 BC – 1900 BC Indus Valley civilisation 1852 First public flushing toilet opens in London 1881 Williamson Park opened, which his father had built, and 2600 BC – 900 AD Maya civilisation 1856 Police forces now in every town Ashton later finished. 1600 BC – 1046 BC Shang Dynasty 1870 Education Act permitted new school boards to be 1886 JW became Liberal MP for Lancaster 753 BC – 476 AD Roman civilisation set up 1887 Storey built Institute for education purposes, to 1325 AD – 1521 AD Aztecs 1871 Bank Holiday Act commemorate Queen Victoria’s Silver Jubilee and was knighted 1438 AD – 1532 AD Incas 1872 First FA Cup Final 1895 JW gained a seat in the House of Lords, becoming Baron 1876 Alexander Graham Bell invents telephone Ashton 1880 Education Act makes school for 5-10-year olds 1901 JW paid for the Victoria monument in Dalton Square compulsory 1909 was completed, in memory of JW’s 1901 Queen Victoria dies second wife, Jessie. He also paid for the new Town Hall, Chronological Knowledge Chronological completed in the same year. Workhouse Mill Hunter-gatherer Farming / agriculture Railways Linoleum Nomad Domestication Police Floorcloth Tribe Settlement Education Blindcloth Skara Brae Trade Leisure Philanthropist Bronze/Iron Irrigation Inventions Roundhouse Culture Reform Hillfort Religion Holiday Smelting Gods and worship Technology Druid Technology Key Vocabulary Key Domesticate

Why did people move to towns and cities? What did Ashton and Storey do for Lancaster? What is Skara Brae? What is civilisation? What inventions occurred in the Victorian age? Where can you find evidence of their legacies? What are stone circles and why were they Can you place these civilisations on a map of the How did railways shape Victorian Britain? How did their actions help the people of Lancaster? built? world? Why did school become so important? What did the people of Lancaster do for leisure in the Victorian What was the Bronze Age? What have these civilisations done for us today? What did people do for leisure? years? What was the Iron Age? How were they similar and different? What did the Victorians do for us?

Key Questions Key Helmshore Mill Learning walk around Lancaster, locating and discussing Manchester Museum – pre-historic MOSI Victorian heritage collection

East Lancs Railway Harris Museum, Preston

Enrichment Enrichment Opportunities Y4 Key Chronological Knowledge Skills

Voc abuProtestant Catholic 1688 1666 1664 1660 30 1642 1605 Significant events Anne (1702 William &Mary III II(1689 James (1685II Charles (1660II Charles I (1625 James I (1603 The Stuarts (1603 1588 1536 the Catholic Church 1534 Significant events Elizabeth I Mary I(1553 Edward VI (1547 Henry (1509 VIII Henry VII(1485 The Tudors (1485 Rebellion and Revolution Tudors and Stuarts Autumn 10 beyond pupils’extends knowledge that history theme British in or aspect an of A study History: British Can Idemonstrate knowledge of aspects of history significant in locality?my Can Idemonstrate knowledge of an aspect ortheme in British historyextends that chronologicalmy knowledgebey Can I Can Idescribe and give reasons offorsome changes in Britain thefrom Stone to Age the Iron Age? Events, People and Changes Can Iuse relevant historical terms and vocabularylinked to chronology? Can Iselect and organise historical Can Idiscuss some historical events, issues, connections and changes? Communication Can Idescribe some of the ways thepast can be represented? Can Can Irecognise that ourknowledge the of pastis constructed differentfrom sourcesof evidence? Can Iuse sources to address historically valid questions? Enquiry, Interpretation and Using Sources Can Iexplore trends changes and over time? Can Idemonstrate awareness thatthe past can be dividedinto different periods of Can Iuse some dates and historical terms when ordering events and objects? Chronology th

I recognise that different versions of past events may exist? January 1649 - - - - describe and compare some ofthe characteristic features and achievements of the earliest civilisationsincluding when and wh Great Fire of London Restoration theof monarchy un Gunpowder Plot The English defeated the Spanish Armada Henry formed VIII , separating from lary 89 65 1651 1540

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Maleficium Witchcraft found not guilty. Elizabeth Southerns dies while awaiting trial. Alice Grey is and athanged Gallows Hill Lancaster on in Katherine Hewitt, John and Jane Bulcock arefound guilty James against her mother, brother, and sister. Alizon Malkin Tower mee 18 Jennet Preston are committed for trial. Katherine Hewitt, John prisoners. Elizabeth and for plotting to blo 27 Malkin Tower. 6 the next assizes. to be tried for maleficium Nowell commits them and Alizon D Anne Redferne are summoned to appear before Nowell. 2 (JP). her brother James are summoned toappear before Nowell 30 fall asks him for some pins. She then watches Law stumble and 21 Witches Study A History Local

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Scarab Pharoah conquered Egypt, where he ruled until his death 332 BC C2250 BC was built for Pharoah Djoser C2700 Ancient Egypt C3100 BC AncientEgypt earliest civilisations studyA of the achievements of the Summer European History / World / Ancient

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King Assizes Centurion Amulet Queen Lancaster Gaol Emperor Canopic jar Royalist Hanging Boudicca Sarcophagus Sovereign Justice of the Peace Chariot Tomb Rebellion Trial Invasion Afterlife Unification Fort Hieroglyphics Claudius Mummification Hadrian Rosetta stone Celts Pyramids Spinx Why did Henry VIII have 6 wives? What do the witch trials tell us about society in the 1600s? Why did the Romans invade Britain? What did the Egyptians believe in and how do we Why did Henry create the Church of England? What did the accused do that was “witchcraft”? How do we know about life in Roman know? Why did the Spanish want to invade in 1588? What probably happened to John Law? Britain? How different were beliefs in Ancient Egypt from What does the gunpowder plot tell us about the struggle Why were they sent to Lancaster Gaol (castle)? Who was Boudicca and why do we today? between Catholics and Protestants? (link back to Y2 Why is the event still remembered and important? remember her? How did religion affect life in Egypt? learning) How else were people punished and persecuted in the How did Celtic people live? How did civilisation adapt to the needs of Egyptian Why was there a civil war in England? 1500s and 1600s and why? Why did the Romans settle in York life? How did Queen Anne create the of Great (Eboracum)? How important a role did the River Nile play in the Britain? What evidence is there in Lancaster of the lives of the Egyptians? Romans? Why did the Romans leave Britain?

Key Questions Key Ribchester Roman Museum Manchester Museum Pendle Heritage Centre Learning walk to see the Roman Baths next to Museum of Liverpool – Cheshire Hoards World Museum, Liverpool – Roman collection

Enrichment Enrichment Opportunities Chronology Can I use dates and historical terms when ordering events and objects? Can I identify where people and events fit into a chronological framework? Can I explore links and contrasts within and across periods of time? Enquiry, Interpretation and Using Sources Can I use sources to address historically valid questions and hypotheses? Can I recognise how sources of evidence are used to make historical claims? Can I recognise why some events happened and what happened as a result? Can I identify historically significant people and events in different situations? Communication Can I discuss significant aspects of, and connections between, different historical events? Can I select and organise relevant historical information to present in a range of ways? Can I use relevant and appropriate historical terms and vocabulary linked to chronology? Events, People and Changes

Can I demonstrate more in-depth knowledge of the ancient civilisation of Ancient Egypt? Can I demonstrate knowledge of an aspect or theme in British history that extends my chronological knowledge beyond 1066? – Tudors and Stuarts Can I demonstrate knowledge of aspects of history significant in my locality? – Witch Trials

Skills UKS2 Overarching Historical Vocabulary Primary source Evidence Extent of change Eyewitness Ambiguous Interpretation Secondary source Reliable Extent of continuity Legacy Consequences Duration Political Social Timescale Commemorate Impact Invasion Culture Beliefs Sources Primary source Evidence Analyse Hypothesis Oral history Narrative Investigation Inference Democracy Diversity Cause Trends Civilisation Architecture Holocaust Government Parliament Migration Great War Slavery Appeasement Propaganda Blitz British History: A Local History Study Britain’s early civilisations through to the Middle Ancient / World / European History A study of an aspect or theme in Ages British history that extends pupils’ knowledge beyond 1066 Y5 Autumn Spring Summer World War I Lancaster’s role during the Great Britain’s settlement by Anglo-Saxons and Ancient Greece – a study of Greek (overview of causes and key War, and the impact of it on the city Scots life and achievements and their events) The Viking and Anglo-Saxon struggle for the influence on the western world. Kingdom of England to the time of Edward the Confessor 28th June 1914 Assassination of Archduke 20th April 1880 Bowerham Barracks completed and 350 Anglo-Saxons raid English settlements and are beaten back 776 BC First Olympic Games are held in Olympia Franz Ferdinand in Sarajevo first occupied by King’s Own by the Romans 700 BC Homer writes the Odysses and Iliad poems 28th July 1914 World War I begins as Austria- August 1914 Wagon Works on Caton Road became 410 Romans leave England 650 BC Greek Tyrants come to power Hungary declares war on Serbia temporary barracks, then used to house people of 449-550 Arrival of Jutes from Jutland, Angles from South of 508 BC Democracy is introduced in Athens by 19th October – 30th November 1914 First German ancestry Denmark and Saxons from Germany Cleisthenes. He establishes a constitution and is battle of Ypres 13th January 1915 Private James Leach presented 556 Seven kingdoms are created across Britain often called the "Father of Athenian Democracy" 7th May 1915 German U-boat torpedoes the with the Victoria Cross at Buckingham Palace by 597 St Augustine brings Christianity to Britain from Rome and 490 BC The Greeks fight the Persians in the Lusitania, a British passenger liner. 128 King George V for his brave actions on 29th October becomes Archbishop of Canterbury Greek/Persian Wars. Two famous battles are the Americans are killed. 1914 617 Northumbria becomes Supreme Kingdom Battle of Marathon in 490 BC and the Battle of 21st February 1916 Battle of Verdun September 1915 National Projectile Factory built 779 Mercia becomes the Supreme Kingdom and King Offa builds Salamis in 480 BC. 31st May 1916 Battle of Jutland – largest naval between Caton Road and the in a dyke along the Welsh Border 432 BC The temple to Athena, the Parthenon, is battle of the war Lancaster to manufacture munitions shells. The 793 Vikings attack the monastery in Northumbria completed in Athens on the Acropolis.

1st July – 18th November 1916 Battle of the shells were then sent on a train to the National 871 Alfred the Great becomes King of Wessex 431 BC The wars between Sparta and Athens Somme Filling Factory in to be filled with 886 Alfred agrees a treaty: he keeps the west and the Vikings begin. They are called the Peloponnesian Wars. 6th April 1917 USA enters the war against explosives have the east, known as the Danelaw. The wars will last 27 years with Sparta eventually Germany 1st October 1917 White Lund Explosion 900 Vikings establish rule over Scotland conquering Athens in 404 BC. 31st July – 10th November 1917 Battle of July 1919 Peace Celebrations held at Giant Axe 1014 Cnut becomes King of the Danes and England 332 BC Alexander the Great conquers Egypt. He Passchendaele Field 1042 Edward II returns from Normandy to become King of establishes the new capital of Egypt at Alexandria. 15th July – 6th August 1918 Aisne-Marne 1924 Westfield Village opened to house veterans England (Edward the Confessor) 146 BC Rome defeats the Greeks at the Battle of Offensive of WW1 1066 Harold is defeated by William the Conqueror at the Battle Corinth 11th November 1918 Germany signs the of Hastings and Norman Britain begins. 31 BC Rome defeats Egypt at the Battle of Actium Armistice, ending hostilities at 11am 28th June 1919 Germany is forced to sign the Treaty of Versailles

Chronological Knowledge Chronological Causes: King’s Own Royal Lancaster Regiment Angles Democracy Militarism / Alliances / Imperialism / Battalion Saxons Acropolis Nationalism Bowerham Barracks Jutes Parthenon Trenches National Projectile Factory Rune Marathon Western Front National Filling Factory Wattle and daub Olympics No-Man’s-Land White Lund Thatch Citizen Tanks Mayor William Briggs / Mayoress Mary Briggs Sutton Hoo Column Gas attack Private Leach Aristotle Conscription Thomas Mawson Manuscript Sophocles Pals Herbert Storey Longboat Archimedes

David Lloyd George Danelaw Socrates Woodrow Wilson Danegeld Plato Kaiser Wilhelm Yggdrasil Homer Flanders Field Valhalla Athens Armistice Sparta Poppy Government Remembrance Gods and Goddesses Architecture

Key Vocabulary Key Y6 Chronological Skills Enrichment Key Questions

Knowledge Opportunities 27 Germany. 3 1 Germany. 12 now a dictator. Germany. His Nazi Party, or Third takesReich, power and is he 30 economic and cultural impacts on Britain causes,Its World War Two Autumn 1066 beyond pupils’ extends knowledge that of A study History: British Can Idemonstrate knowledge of aspects of history significant in locality?my Can Idemo Can Idescribe aspects theof Viking and Anglo Can Idescribe some aspectsof Britain’s settlement by Anglo Events, People and Changes Can Ichoose relevant ways to communicate historical Can Iconstruct responsesto historical questions and hypotheses that involve selection and organisation relevantof historic Can Iuse appropriate vocabulary when discussing and Can Idiscuss and debate historical issues? Communication Can Ichoose relevant sources of evidence to support particular lines of enquiry? Can Ievaluate sources and make simple inferences? Can Irecognise how our knowledge the of pastis constructed afrom range of Can Iuse a wider range of sourcesa basisas forresearch to answer questions and to test hypotheses? Enquiry, Interpretation and Using Sources Can Idescribe links and contrasts andwithin across different periods includingof time short Can Iidentify where people, places periods and time of fit into a chronological framework? Can Iuse dates and Chronology Etaples Cemetery, France Collection Museum of Liverpool NorthIWM How did the war end? Why did trench warfare happen? What was life in the trenches like? Why did WWI begin? rd st

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appropriate historical terms to sequence events and periods time? of Germany invaded Poland.

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First World War Dunkirk Evacuation

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Saxon struggle for the Kingdom of England in the time ofthe Edward Confessor? Bowerham Barracks Regiment display at Learning walk in Lancaster, visiting King’s Own How has Lancaster remembered theGreat War? during the war? What h effort? Who were the keyfigures in Lancaster’s war How was Lancaster affected during the war? the war effort? How did the Lancaster its and peoplecontribute to

findings? describing historicalevents?

appened to the King’s Own Regiment - Saxons and Scots?

1788 1783 1782 1767 By Robert Gillowthe (now Maritime Museum) 1763 create a port at St George’s Quay 1750 1736 Lancaster The building of wealthy Georgian Study A History Local

1764

Museum, Westfield Village, Bridge was completed Town Hall is rebuilt (now the museum) Grand Theatre was built New Quay established totake larger Work commenced on Customs House, designed by Lancaster Lancaster ships began transporting African slaves , Lancaster, was Britain’s 4 – sources?

Georgian Lancaster

Port Commission was established to

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term and long

th

biggest slave port

Clitheroe Castle Viking graves Raiders settlersor Who was Alfred the Great? How did the Vikings try to take over Britain? What do you imagine the Vikings Anglo and Wha How did Anglo How would you describelife in an Anglo Why did the Anglo Jorvik, York Museum of Liverpool -

term scales?term ships

t is the mystery Sutton of

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Saxons find out aboutChristianity?

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interactive experience - al informational including dates and terms? – Saxons want to settlein Britain?

how should we remember the Vikings? – Hastings Stone through Age to the Battleof Early Britain Recap Spring Ages Middle to the through civilisations Britain’s early

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Huxley Hoard The Georgians

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Hoo?

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Saxon village? -

Saxons to be like?

50 BC in the V 100 BC government 300 BC 400 BC settlement Tikal at formed is 600 BC 750 BC Maya civilisation history provides contrasts with British nonA Summer European History / World / Ancient collection World Museum, Liverpool and why? What is the most importantlegacy ofthe Greeks How have the Olympic similarities with how we are governed? How were the Greeks governed and thereare any modern language? How have the Ancient Greeks influenced our about what life was like in Ancient Greece? What Who were the Ancient Greeks?

do artefacts and archaeologistsites tell us First inscription Mayanin hieroglyphs The city The Maya adopted “monarchy” for their First Mayan calendars intocarved stone The Maya begin farming and the The fir alley of Mexico - European society that

st Maya cities developed

- state of Teotihuacanis established

s changed over time? ; first pyramids built.

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AncientGreece

10th-22nd June 1940 Germany used Blitzkrieg to take over 1791 An enclosed dock completed at Glasson to 800-900 AD Building of stepped pyramid of much of western Europe. accommodate ships too large to navigate the Lune to Chichen-Itza 30th May 1940 Churchill became Prime Minister Lancaster 822 AD City of Copan deserted 10th July – 31st October 1940 The Battle of Britain 1792 Work began on the Lancaster-Preston Canal 869 AD City of Tikal abandoned 7th September 1940 – 11th May 1941 The Blitz 1797 and Aqueduct were completed 909 AD Last recorded inscription of classic Maya 6th June 1944 D-Day; Allied Forces invade France and begin 1800 Dalton Square was developed by John Dalton liberation of Europe 1807 Slavery was abolished in Britain 7th May 1945 Germany surrendered to the Allies. 1820 First steam-powered mill built at White Cross Neville Chamberlain West Indies Recap of all vocabulary and terminology Dynasty Appeasement Navigation used throughout Y3-Y5 Maize Third Reich Maritime Codex Spitfire Slave Trade Hieroglyphics Messerschmitt Palladian Stela Blitzkrieg Neo-classical Scribe

Blitz Canal Bloodletting Winston Churchill Gillow Cacao Adolf Hitler Quay Cenote Air raid shelter Oilcloth Rationing Linoleum Home Front Textiles

Vocabulary Land Girls Holocaust

Key Key Why did WW2 begin? What can you see and find of Georgian Lancaster? What do you remember? Where and when did the Maya live? Was Dunkirk a success? Where did Lancaster import from and what materials did What have you learnt? What was Maya writing like? How did Britain win the Battle of Britain? it import? How did the Maya tell the time? Why were children evacuated? Why was there so much development in Lancaster in the What do we know about Maya art and culture? How prepared was Britain for the Blitz? 1700s? Did the Maya play football like us? How did women contribute to the war effort? What was Lancaster’s involvement in the slave trade? How do we know about the Maya? How did people feel about rationing? What memorials to Lancaster’s slaves have been built? How were they similar and different to other Why did the Allies invade Normandy and not Calais? How important is it to know about Lancaster’s slave trade ancient civilisations? How did Britain change after the war? history? Why is so much of the Maya civilisation hidden or unknown?

Key Questions Key IWM North Learning walk along St George’s Quay and to locate and World Museum, Liverpool – Americas collection discuss Georgian heritage Visit to Glasson Dock and – Sambo’s Grave

International Slavery Museum, Liverpool Lancaster Maritime Museum

Enrichment Enrichment Opportuniti es Chronology Can I use dates and a wide range of historical terms when sequencing events and periods of time? Can I develop chronologically secure knowledge of the events and periods of time studied? Can I analyse links and contrasts within and across different periods of time including short-term and long-term scales? Enquiry, Interpretation and Using Sources Can I regularly address and sometimes devise historically valid questions and hypotheses? Can I give some reasons for contrasting arguments and interpretations of the past? Can I describe the impact of historical events and changes? Can I recognise that some events, people and changes are judged as more significant than others? Communication Can I acknowledge contrasting evidence and opinions when discussing and debating historical issues? Can I use appropriate vocabulary when discussing, describing and explaining historical events? Can I construct informed responses to historical questions and hypotheses that involve thoughtful selection and organisation of relevant historical information including appropriate dates and terms? Can I choose the most appropriate way of communicating different historical findings? Events, People and Changes

Can I describe key aspects of a non-European society? – The Maya Can I demonstrate knowledge of an aspect or theme in British history that extends my chronological knowledge beyond 1066? – WWII Can I demonstrate knowledge of aspects of history significant in my locality? – Lancaster and The Great War

Skills