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History Curriculum Milestone UKS2 History Curriculum Milestone UKS2 Period of History Key Sticky Facts Essential Knowledge Vocabulary Traders and Raiders- Viking and Anglo Saxon struggle (866AD to Danelaw 866 Vikings invade Know where the Vikings originated 1066AD) Conquered Not all Vikings were warriors. Some came in from and show this on a map To know about the Viking and Anglo-Saxon struggle for the Kingdom of England to the Invaders peace and were farmers. Know that the Vikings and Anglo- time of Edward the Confessor Territory Alfred the Great was the King of Wessex; he Saxons were often in conflict Y5/6 Rival Kings defeated the Vikings at the Battle of Know why the Vikings frequently won *understand the concepts of continuity and change over time, representing them, along Viking Raids with evidence, on a time line Edington in 878AD. battles with the Anglo-Saxons * use dates and terms accurately in describing events Longhouse No Vikings had horns on their helmet. Edward the Elder extended his *compare some of the times studied with those of the other areas of interest around the Beserkers The land occupied by Vikings was called authority over Danish held territories. world Jorvik Danelaw. * describe the characteristic features of the past including social, ethnic, cultural, beliefs Odin or religious diversity of men, women and children of past societies They spoke Norse and their alphabet was *use sources of evidence to deduce information about the past Longboat made up of runes. * select suitable sources of evidence, giving reasons for choices The names of the week originate from Reference the Anglo-Saxons may be * use sources of information to form testable hypotheses about the past supported by this knowledge organiser seek out and analyse a wide range of evidence in order to justify claims about the past Viking. * understand that no single source of evidence gives the full answer to questions about A Longboat was a narrow boat that was used the past to raid coasts. Anglo Saxons Knowledge Organiser *Use appropriate historical vocabulary to communicate including dates, time period, era, Vikings lived in Longhouses which were long chronology, continuity, change, century, decade, legacy hall like buildings where several families Y6 * use original ways to present information and ideas (year 6) would live. Assessment- newspaper report/ diary entry Vikings Knowledge Organiser Endangered- The Ancient Mayans (1800BC to 250AD) Rituals 2600BC Mayans lived in area called Yucatan Know where the Mayans originated To study a non-European society that provides contrasts with British history Culture in central America and can show it on a map of Central Y5/6 Astronomy The Mayan, or Maya, peoples made their America. * understand the concepts of continuity and change over time, representing them, along Ruler and Noble with evidence, on a time line home in an area known as Mesoamerica Mayan civilisation known for its * use dates and terms accurately in describing events classes (modern day Mexico and Central America). maths, astronomy, calendars and * compare some of the times studied with those of the other areas of interest around the Chechen Itza Mayan writing consisted of hieroglyphs architecture world Step Pyramid Mayans were expert mathematicians and Describe the daily life of the Mayan * describe the characteristic features of the past including social, ethnic, cultural, beliefs (temple) or religious diversity of men, women and children of past societies astronomers which they used to make people: food, clothing, housing, St. Giles CE Primary School: 30 April 2020 * comment on the accuracy of interpretations by using knowledge and understanding of Glyph calendars. buildings and entertainment. the topic Codices Mayan religion involved human sacrifice and Explain the hierarchy of Mayan * use sources of evidence to deduce information about the past * select suitable sources of evidence, giving reasons for choices Ahau (King) bloodletting. They believed those that died society, knowing at the top was the * use sources of information to form testable hypotheses about the past Huipil (Clothing) went to the “place in the misty sky”. King and Royal family. An educated * seek out and analyse a wide range of evidence in order to justify claims about the past Mayan society was formed of a number of elite of scribes, priests and nobles * understand that no single source of evidence gives the full answer to questions about formed the ruling class. the past city states who each had a ruler. *Use appropriate historical vocabulary to communicate including dates, time period, era, Understand Mayan religion and why chronology, continuity, change, century, decade, legacy it was important to them. Y6 *describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural) * use original ways to present information and ideas (year 6) Assessment- quiz/ presentation Ancient Maya Knowledge Organiser Crime and Punishment- Theme in British History beyond 1066 Tithings Roman Laws were called the Twelve Tables. Compare the punishments that were Y5/6 Wergild Romans had courts, judge, jury and lawyer used during the Roman, Anglo Saxon, *understand the concepts of continuity and change over time, representing them, along Trial by Ordeal still used today. Tudor and Victorian times and give with evidence, on a time line *use dates and terms accurately in describing events Hue and cry Typical Anglo Saxon punishments were some reasons for them. *give a broad overview of life in Britain from medieval until the Tudor and Stuarts times Transportation stoning, drowning, hanging, branding, Explain some key terms in the history * describe the characteristic features of the past including social, ethnic, cultural, beliefs Hard Labour stocks, whip, exile, mutilation or paying a of crime and punishment in Britain. or religious diversity of men, women and children of past societies Judge fine; and would be public. Compare modern day crime and * produce extended written descriptions of change across time * comment on the accuracy of interpretations by using knowledge and understanding of Jury Where an Anglo Saxon court couldn’t decide punishment with those from the past, the topic Court if guilty, the defendant to use trial by ordeal and talk about the legacy of past * use sources of evidence to deduce information about the past Pillory and God would decide. methods of crime prevention and * select suitable sources of evidence, giving reasons for choices Crucifixion detection with those of the present * use sources of information to form testable hypotheses about the past Torture and the death penalty were a large * seek out and analyse a wide range of evidence in order to justify claims about the past Oath Keepers part of the Tudor justice system. day. * understand that no single source of evidence gives the full answer to questions about Exile In Victorian times, Robert Peel introduced Explain their understanding of the the past Peelers the police force (Peelers). different experiences of people who *Use appropriate historical vocabulary to communicate including dates, time period, era, Tread wheel chronology, continuity, change, century, decade, legacy During Victorian times, prison became the may have committed crimes Y6 Crank main form of punishment. according to their status in society. * describe the main changes in a period of history (using terms such as: social, religious, Shot Drill political, technological and cultural) * note connections, contrasts and trends over time * show an awareness of the concept of propaganda and how historians must understand Assessment- report of crime & punishment over the social context of evidence studied time/ prosecution statement/ Crime and Punishment Knowledge Organiser * use original ways to present information and ideas Walk Like An Egyptian -The Ancient Egyptians (6000 BC to Civilisation There are over 2000 Egyptian Gods; most Know about the impact that the 332BC) Pharaohs were in human form and some had the Ancient Egyptians had on the world. Y5/6 Tombs heads of animals. Know where the Egyptians originated St. Giles CE Primary School: 30 April 2020 *understand the concepts of continuity and change over time, representing them, along Pyramid Egypt split into 2 parts: Red Land and Black and can show it on a map. with evidence, on a time line Chamber Land: this was the fertile soil near the Nile. Describe the daily life of the Ancient * use dates and terms accurately in describing events * compare some of the times studied with those of the other areas of interest around the Scarab / Amulet Cleopatra was the last Pharaoh of Egypt Egyptian people: food, clothing, world Vizier before Roman rule. housing, buildings and entertainment. * describe the characteristic features of the past including social, ethnic, cultural, beliefs Sarcophagus Pharaohs were buried with their treasure in Understand ancient Egyptian religion or religious diversity of men, women and children of past societies Mummification * comment on the accuracy of interpretations by using knowledge and understanding of the Valley of the Kings. and why they constructed great the topic Canopic Jars First civilisation to invent writing: pyramids. * use sources of evidence to deduce information about the past Hieroglyphics Hieroglyphics are an ancient Egyptian way of Explain how important the Nile was * select suitable sources of evidence, giving reasons for choices Papyrus writing using pictures
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