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History Scheme of Works Year 1 Local History Enquiry : Our School in Our Community

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History Scheme of Works Year 1 Local History Enquiry : Our School in Our Community Foresters’ Forest: History Scheme of Works Year 1 Local History Enquiry : Our School in our Community National Curriculum: Significant historical events, people and places in the locality of the school. Learning “Hook” / Immersion Task at the beginning of the unit of work: Visit:- Walk in the local area / school grounds/ Visit to the Victorian Schoolroom at the Dean Heritage Centre Classroom Base:- Classroom filled a range of stimulating resources including books, artefacts, photographs of the area, past and present. Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically Investigate and Observe or handle Following immersion task children devise questions to create their own interpret the past evidence to ask questions learning journey. and find answers to Role play:- Victorian School questions about the past. Use of sources such as photos taken during the walk and archive photos or home/kitchen after visit to identify changes and similarities. or investigation through Ask questions such as: artefacts and photographs. What was it like Encourage questions about changes – for people? What e.g. What has changed in that street? Have a Victorian school day happened? How long ago? Where have all the shops gone? in the classroom using What can you see in the old photograph that is still here today? evidence to recreate setting Use artefacts, pictures, What was school like in the 1960s; 1940s and Victorian times? and activities. stories, online sources and databases to find out Create a question wall leading to an illustrated timeline of changes. about the past. Photographs and real artefacts identified as sources of evidence. Identify some of the Visitors – e.g. grandparents who remember the school and locality in the different ways the past past. Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically has been represented. Build an overview of Describe historical Use sources such as “A Street Through Time” to identify changes (e.g. Annotate pictures with British History events. houses ) changes identified. Describe significant Find out about Queen Victoria using pictures and books. Construct and annotate people from the past. For how long was she our Queen? timelines linked to aspects of What did she look like? change (e.g. houses and schools) Recognise that there are Why did Victoria have a Christmas Tree in her palace? reasons why people Painting portraits of Queen in the past acted as they Find out about Victorian Christmas and the origins of many of our Victoria. did. traditions. Victorian Christmas cards and trees. Understand Place events and artefacts Build a time line illustrated with buildings and artefacts linked to aspects Chronology in order on a time line. of change (e.g. houses and schools) Paintings Drawings Label time lines with Identify similarities and differences between school then and now. words or phrases such Labelling and sentences as: past, present, older and Sort and label pictures, photographs or artefacts. about each stage in the newer. timeline. Recount changes that have occurred in their own Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically lives. Use dates where appropriate Year 2 Local History Enquiry : Kings, Queens and Castles National Curriculum: Significant historical events, people and places in the locality of the school. Learning “Hook” / Immersion Task at the beginning of the unit of work: Visit:- St. Briavels, Chepstow or Goodrich Castle Classroom Base:- Classroom filled a range of stimulating resources including books, artefacts and photographs of local castles. Story: Castle Adventure – O.R.T. Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically Investigate and Observe or handle Following immersion task children devise questions to create their own Information booklet:- interpret the past evidence to ask questions learning journey. Life in a Medieval Castle and find answers to questions about the past. Using visit, photographs, books or Internet sources:- Stories set in a castle using information about what they Ask questions such as: Where is the best place to build a castle? were like:- e.g. Lost treasure! What was it like or for people? What Why were castles built in the Forest of Dean? Knight’s Quest to rescue a happened? How long ago? princess. Identify location of local castles and label them. (Geographical link) Use artefacts, pictures, Descriptions of rooms in a stories, online sources Identify similarities and differences between castles in the local area. castle. and databases to find out about the past. Find out about castle life. Role Play: Who lived in a castle? Castle Banquet (include Identify some of the What jobs did they do? cooking such as bread different ways the past What did they eat? making) What clothes did they wear? Elect a King, Queen and a Where did they Sleep? class jester to entertain the Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically has been represented. guests. Write invitations and Invite parents. Build an overview of Describe historical Why were castles built in the Forest of Dean? Persuasive advert: British History events. (geographical link) Advertise “Castle for Sale” Describe significant Identify border with Wales – Offa’s Dyke Reasons why a King would people from the past. want to live there. Use maps to identify river and hill sites as best places to build castles for defence. Draw images from the Recognise that there are Draw own sketch maps of a site they would choose if they were going to Bayeux tapestry to show reasons why people build a castle. what people looked like in in the past acted as they Link to great castles in the UK. such as Tower of London Norman times. did. Portrait of King John Who built the castles in our local area? From visits or information sources identify the Norman Conquest and William the Conqueror. Investigate the Bayeux Tapestry. Find out about King John and his link to St Briavels Castle Understand Place events and artefacts Chronology in order on a time line. Use resources such as A Street through Time to identify stages in fort and Paintings castle building, from Iron Age hill forts to Roman forts then on to the Drawings Label time lines with Norman invasion and stone castle building. Technology words or phrases such as: past, present, older and Build a 3D model timeline. Labelling and sentences about each stage in the Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically newer. timeline. Recount changes that have occurred in their own lives. Use dates where appropriate Year 3 Local History Enquiry : Did Stone Age and Iron Age People Settle in the Forest of Dean? National Curriculum: Britain from Stone Age to Iron Age Learning “Hook” / Immersion Task at the beginning of the unit of work: Visit:- Clearwell Caves Classroom Base:- Classroom filled a range of stimulating resources including books, artefacts and pictures. Story Start : Stone Age Boy by Satoshi Kitamura Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically Investigate and Use a range of sources of Following immersion task children devise questions to create their own Shared reading of interpret the past evidence to devise learning journey. information texts to answer historically valid questions. questions. Use of sources such as visit photos, books, Internet to make notes and Understand how answer questions: e.g. Where did Stone Age people live? Non-chronological reports knowledge of the past is Information book page. constructed from a range Discuss why Stone Age and Iron Age people would have settled in the of sources of evidence. Forest of Dean. (Geographical link). Write a story about going through a portal (e.g. hole; Choose relevant On a local area map locate and map places where evidence has been cupboard; cave) information from a range found. of sources of information. Find out about the geology of the Forest of Dean and how that linked to Write a leaflet to persuade Suggest causes and settlement and early industrial activity. Iron Age people to settle in consequences of some of the Forest of Dean the main events and changes in history. Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically Build an overview of Describe changes that Use sources such as “A Street Through Time” to identify changes (e.g. Annotate pictures with British History have happened in houses; farming; tools; weapons ; religion) changes identified. the locality of the school throughout history. Locate and discuss key sites in Britain linked to periods studied. (e.g. Construct and annotate Skara Brae; Stonehenge) timelines linked to aspects of Give a broad overview of change (e.g. houses) life in ancient Britain. Understand Developing an Build a time line illustrated with buildings and artefacts. Create detailed drawings Chronology understanding of change from a range of sources of over time by constructing Identify similarities and differences between the Stone Age, Bronze Age information using Yellow timelines using dates and and Iron Age e.g. - houses, weapons, food / farming. Ochre. key events Year 4 Local History Enquiry : Did the Romans and Anglo-Saxons Invade the Forest of Dean? National Curriculum: Roman Empire and its Impact on Britain; Britain’s Settlement by Anglo-Saxons; Viking and Anglo- Saxon struggle for the Kingdom of England Learning “Hook” / Immersion Task at the beginning of the unit of work: Visit:- Puzzlewood ; Lydney park Roman Temple ;Dean Heritage centre (Roman Forest of Dean and Life as an Anglo-Saxon workshops) Classroom Base:- Classroom filled a range of stimulating resources including books, artefacts and pictures. Story/ Poem Start: Romans Rule (Fun Poems for Kids) by Paul Perro – Anglo-Saxons: Beowolf by Michael Morpurgo Learning Objectives Skills Suggested activities Cross- curricular links Communicate Historically Investigate and Use a range of sources of Following immersion task children devise questions to create their own Shared reading of interpret the past evidence to devise learning journey.
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