Rowlands Gill Primary School History & Geography – Long Term Plan

Rowlands Gill Primary School History & Geography – Long Term Plan – Cycle A

Year Unit name Main Curriculum Focus Suggested Big Finish Key Vocabulary (Enquiry Question) (Key Knowledge) Understanding the World- similarities and differences between us. Show care Early Years Harvest Assembly for Same, different, share, Why are we special? and concern for environment. parents followed by autumn crafts. kind hands, Phonics time , Maths, Literacy, snack, Personal, Social Emotional- Making friends, getting along, turn taking, daily Adventure trail, Plan , Do routine, boundaries and routines. , Review.

What is magical about People and Communities Visit from a Magician. Key vocabulary associated this time of year? Festivals of Halloween, Christmas, Bonfire Night. with each festival. Remember and talk about significant events in their own experience.

Understanding the world

Notice changes. Say why things happen and how things work. Changes- Describing the potions potions/ baking. and changes that occur. Vocabulary from the text Expressive Art and Design- used in Literacy. Role play, Room on Broom, cauldrons and magic spells. Early Years Maths- Baking, measuring. Positional language. Early Years Nativity . What happened 'Once upon Literacy- Communication and Language Look at various traditional tales. Theatre Visit Language of stories from a time'? Who pushed Humpy Dumpty? the texts being used. Gingerbread Man Jack and the Beanstalk. Writing stories, letters, story maps, sequencing, retells.

Technology-Using I pads to take photos, listen to stories and play age appropriate games. Who would you meet Understanding of the World Pet to school/ Farm Visit Stages in human life cycle down on the farm? The name of the farm Farm animals and their Young. animal babies.

Human Growth – How have we changed? Descriptive words-soft, Caterpillars- life cycles. Notice detailed features of their environment. Talk fluffy, cute, brown about some of the things they have observed such as natural and found objects. Caring for Pets. Develop an understanding of growth, decay and change over time.

Expressive Art and Design Children will be given opportunities to represent their own ideas through design technology art and music.

Literacy- Rumble in the Jungle, Dear Zoo………… What if I need help? People and Communities Visits from parents to talk about occupations. Look at various occupations and ways of life in our community. Possible visit to place of work. Use parents to come into school to tell children about their jobs.

Expressive Arts and Design Role play of hospital, airport doctors, shop etc. Where would you go on Understanding the world Summer trip. Waterproof holiday? Cotton Sorting materials. What clothes to wear in the sun/ packing for our holidays. Colours Maps. Comparing different types of holidays and how to get there. Seaside Country Comment and ask questions about aspects of their familiar world such as the park place they live or the natural world.

ICT using a simple programme to create pictures. What changed after the History Discovery Museum Workshop- Cloth Factory, Charles Great Fire of London? Great Fire of Gateshead Bertram, Pudding Lane, Chronological understanding Workshop. Samuel Pepys, 1854, Recognise that a story that is read to them may have happened a long time 1666, Guy Fawkes. ago. Parents to come in and make Recognise that a story that is read to them may have happened a long time Tudor houses. ago. Understand that some objects belonged to the past.

Key Stage 1/ARMS Stage Key Knowledge and Interpretation

Recount some interesting facts from an historical event, such as where the fire of London started. Was Captain Smith to blame History Discovery Museum Visit- Focus on Rich, Poor, Class, for the sinking of the Boats. Maritime, Boat, Titanic? Chronological understanding RNLI Visitor. Dockyard, Industry, Use words and phrases like: before I was born, when I was younger? Shipyard, Lifeboat, Use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and Iceberg, Coastguards. ‘now’; in my historical learning? Use the words past and present correctly? Use a range of appropriate words and phrases to describe the past? Sequence a set of events in chronological order and give reasons for their order?

Knowledge and Interpretation Recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later? Explain why someone in the past acted in the way they did? Answer questions by using a specific source, such as an information book. Research the life of a famous Briton from the past using different resources to help them.

How is the UK different to Geography Themed Day- Dressing Up (From Continent, Country, China? Locational Knowledge Different Continents). World, Equator, Climate, Name and locate the world’s seven continents and five oceans. Ocean. Place Knowledge key physical features, Compare England with a contrasting Country in the world including: beach, cliff, England compared to India/Australia/Brazil etc… coast, forest, hill, Human And Physical Geography mountain, sea, ocean, Identify seasonal and daily weather patterns in the United Kingdom and the river, soil, valley, location of hot and cold areas of the world in relation to the Equator and the vegetation, season and North and South Poles. Identify seasonal and daily weather patterns in the United Kingdom and the key human features, location of hot and cold areas of the world in relation to the Equator and the including: city, town, North and South Poles village, factory, farm, house, office, port, harbour and sho

Where in the World is Geography Parents Coming In To Make China, Amelia Earhart, Sunny? Place Knowledge Aeroplanes/ Kites/ Helicopters and Aeroplane. Understand geographical similarities and differences through studying the Hot Air Balloons. human and physical geography of a small area of the United Kingdom, and of a Visit to China Town in Newcastle. small area in a contrasting non-European country.

Human and Physical Geography

Weather- where in the world, where in the world is cold. Discussing in relation to the equator and the North/South Poles. Weather in the UK- Identify patterns. Hot in Summer- Start to look at why patterns are starting to become lesson common due to global warming.

Why was George History George Stephenson Museum Visit Space, George Stevenson’s invention so Chronological Understanding (Silverlink?) Stephenson, Atmosphere, important? Use words and phrases like: old, new and a long time ago. Locomotive, Steam, Neil Use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and Armstrong, Transport. ‘now’; in my historical learning. Use the words past and present correctly. Use a range of appropriate words and phrases to describe the past.

Knowledge and Interpretation Recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later.

Historical Enquiry Answer questions using a range of artefacts/ photographs provided. Find out more about a famous person from the past and carry out some research on him or her. Research the life of someone who used to live in their area using the Internet and other sources to find out about them.

What goes on in the great Geography Thornley Woods Visit. Forest, Woodland, outdoors? Location Knowledge Direction, Map, Compass, Name the countries making up the British Isles, with their capital cities. Atlas, Globe.

Locate the four countries which make the British Isles and know the main river key human features, running through each country. including: city, town, village, factory, farm, Human and Physical Geography house, office, port, Comparing and Contrasting a locality (e.g. farm with the seaside.) harbour

Geographical Skills and Knowledge Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Year 2 – Geographical skills and fieldwork Learn the four points of a compass to build their knowledge of the United Kingdom and where Royton is in relation to the rest of the British Isles. North of London south of Newcastle etc

Geographical Skills and Fieldwork Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key

locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. Vicious Vikings, why did Britain’s settlement by Anglo-Saxons and Scots Visit to the Jorvik Viking Centre Invasion, roman, Britain, they invade? Examples (non-statutory) (York) Ireland, Scotland, North This could include: Britain, Christian, Anglo-

Or saxon, Culture,  Roman withdrawal from Britain in c. AD 410 and the fall of the western Canterbury, Iona, Roman Empire Lindisfarne Priory Lindisfarne, Edward the  Scots invasions from Ireland to north Britain (now Scotland) Confessor, Viking, raids  Anglo-Saxon invasions, settlements and kingdoms: place names and Alfred the Great and village life Athelstan, Edward the  Anglo-Saxon art and culture Confessor, 1066  Christian conversion – Canterbury, Iona and Lindisfarne History 191

Lower Key Stage 2 Lower Stage Key   The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Examples (non-statutory)

This could include:

 Viking raids and invasion  resistance by Alfred the Great and Athelstan, first king of England  further Viking invasions and Danegeld Ananglo-Saxon laws and justice  Edward the Confessor and his death in 1066 What if we didn’t have Place knowledge Mobile rainforest workshop Layers, biomes, Rainforests? understand geographical similarities and differences through the study of To give hands on experience of rainforest, habitats, human and physical geography of a region of the United Kingdom, a region in insects and animals found in the animals climate, a European country, and a region within North or South America rainforest. vegetation belts, rivers, water, compare, Human and physical geography Or deforestation, diorama, describe and understand key aspects of:  physical geography, including: climate zones, biomes and vegetation Visit to The Winter Gardens in belts, rivers, Sunderland, followed by a Maths trail in Mowbray Park How did the Roman Empire The Roman Empire and its impact on Britain Vindolanda and the Roman Army Roman Empire, Julius impact Britain today? Examples (non-statutory) Museum Caeser, invasion, This could include: Claudius, conquest,  Julius Caesar’s attempted invasion in 55-54 BC hadrian’s Wall resistance.  the Roman Empire by AD 42 and the power of its army Boudicca, Christianity.  successful invasion by Claudius and conquest, including Hadrian’s Wall  British resistance, for example, Boudica  ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity How is my life different to a A study of an aspect or theme in British history that extends pupils’ Visit to Beamish Museum Victorians, era, schooling, Victorian child? chronological knowledge beyond 1066 industrial revolution, Workshop – Worth Fifty Horses education, Examples (non-statutory)  a significant turning point in British history, for example, the first It is 1835 and pupils are potential railways or the Battle of Britain investors in the new railroads! Before they make their decision as to whether they wish to invest or not, they need to find out more

Upper Key Stage 2 Upper Stage Key information on the railroads – what are they for and what is their

impact on society?

Work shop 2 Victorian School

Experience a traditional lesson of reading, writing, arithmetic and drill. Natural Disaster, what can Identify the position and significance of latitude, longitude, Equator, Northern Centre For Life- Emergency Relief Rivers, estuary, meander, we do? Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Engineering Workshop mouth, waterfall, source, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones tributary, volcano, plates, (including day and night) Tsunamis, earthquakes, volcanoes volcanic, earthquakes, and wars make millions of people tremors, friction Human and physical geography homeless every year and there is a describe and understand key aspects of: world shortage of tents to physical geography, including: climate zones, biomes and vegetation belts, accommodate the refugees. rivers, mountains, volcanoes and earthquakes, and the water cycle

What was life like in A local history study Lottery Bid; Battery Museum; World War 2, impact, Rowlands Gill during World Rowlands Gil; Newcastle influence, legacy, War 2? Examples (non-statutory) soldiers, battle,  a depth study linked to one of the British areas of study listed above  a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)  a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Rowlands Gill Primary School History & Geography – Long Term Plan – Cycle B

Year Unit name Main Curriculum Focus Suggested Big Finish Key Vocabulary (Enquiry Question) (Key Knowledge) Understanding the World Stomping Grounds Seasonal changes What happens during Looking at the environment in autumn. All around us. The classroom Teddy bears picnic Colours autumn? environment and the natural world. Classroom areas What is happening in the woods. Personal and Social Development Getting to know each other. Learning how to learn and play together. Learning new routines and rules. Why are celebrations Understanding of The World Key vocabulary important to us? Winters festivals and celebrations- Halloween, bonfire night, Diwali For different celebrations. Christmas. What do we like about Literacy Julia Donaldson’s books? Reading stories- The Gruffly, The Snail and the Whale, Monkey Puzzle, What the Ladybird Heard, The Smartest Giant in Town, The Gruffalo’s Child, Stick Man. Listening to and recalling stories and sequencing. Writing development.

Expressive Arts and Design Art-

Early Years Self- portraits. Making Gruffalos and stick men. Designing clothes for the Giant Painting and drawing pictures. Beginning to construct with a purpose in mind.

Maths Link with size for Squash and a Squeeze.

What is under our feet? People and Communities Circle times- language Chinese New Year Show an interest in people who are familiar to activities. Talking about our them. likes and dislikes and why. Understanding- why and Understanding of the World how questions. Increasing

Planting seeds vocabulary- using Seasonal changes describing words. Comment and ask questions about their world and of the natural Developing our listening world. and attention skills focusing Develop an awareness of growth and change over time. on an activity for a short Show care and concern for living things. period of time. Life cycles (frog, butterfly, plant) observing changes in each cycle. Mini-beast hunt. Looking for different insects in our environment. Where do I live? Using bug kits and digital cameras.

ICT Beebots- positional language and directions. How do creatures Understanding the World Living Eggs Children will be given change? We will be focusing mostly on living things this term to fit in with our opportunities to ask and ’Now you see us, now you don’t’ theme. We will be exploring habitats answer relevant questions and different living conditions for animals, looking specifically at linked to the topic. Children similarities and differences. Having our chicks will allow us to observe will be encouraged to changes over time and talk about why things happen. answer ‘how’ and ‘why’ questions. Our chicks will present opportunities for the children to use different verb tenses when recalling past events Why do we like to be Understanding the world Beaches- past and present. What can we Seaside visit. Naming objects found at beside the seaside? see at the seaside? the seaside

Literacy Stories- Lighthouse Keepers Lunch, Snail and the whale, Tiddler, Rainbow fish Hooks into books links to Geography Pirates and mermaids. Postcards from the sea.

Personal, Social and Emotional Development British Values- Transition (Moving on to Reception and Year 1)

History/Geography Castle Keep Visit. Moat, Keep, Portcullis, Locational Knowledge Turret, Great Hall, Knight,

Name, locate and identify characteristics of the four countries and Armour, Dungeon. Where would you build capital cities of the United Kingdom and its surrounding seas. your castle?

Geographical Skills and Fieldwork Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather History Beamish Visit. Toys, Mechanics, Technology, Past, Present, Recent history: Changes within living memory (chronological Future. understanding): What was it like when our parents were young. Develop an awareness of the past, using common words and phrases relating to the passing of time. Explain how they have changed since they were born. How are my toys different to those from the past? Historical Enquiry

Find out something about the past by talking to an older person.

Knowledge and Interpretation Answer questions by using a specific source, such as an information book.

Geography Seven Stories Visit. Building, Library, Hospital, Shops, Climate, Museum,

Geographical Skills and Fieldwork Economic Status, UK and What if Paddington was lost Use aerial photographs and plan perspectives to recognise landmarks Aboard, Homes and in Rowlands Gill? and basic human and physical features; devise a simple map; and use Houses. and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Key Stage 1/ARMS Stage Key Geographical Skills and Fieldwork

Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop What is it like to be an History Red Carpet Event- What Makes Us All Grace Darling, William explorer? Superheroes? Children to be presented Wailes, Joseph Swan, Harry Historical Enquiry with awards. Clasper, Catherine Cookson, Research the life of a famous Briton from the past using different Stained Glass Workshop in School with Hairy Bikers, resources to help them. Parents.

Knowledge and Interpretation Research the life of a famous Briton from the past using different resources to help them. Research the life of someone who used to live in their area using the Internet and other sources to find out about them. Explain how my local area was different in the past.

Why did Grace Darling get a History Gibside Visit- Orienteering Workshop. Direction, Captain Cook, medal from the Queen? Historical people: What can I learn from Significant people in history? Dragon’s Den family afternoon Christopher Columbus, Travelling, Exploring, Chronological Understanding Bravery, Survival. Put up to three objects in chronological order (recent history). Use words and phrases like: old, new and a long time ago. Use use words and phrases like: before I was born, when I was younger. Use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in my historical learning? Use the words past and present correctly?

Use a range of appropriate words and phrases to describe the past.

Historical Enquiry Research the life of a famous Briton from the past using different resources to help them. Research the life of someone who used to live in their area using the Internet and other sources to find out about them.

Find out more about a famous person from the past and carry out some research on him or her.

Knowledge and Interpretation Explain why Britain has a special history by naming some famous events and some famous people. Explain why someone in the past acted in the way they did.

What was life like as an The achievements of the earliest civilizations – an overview of where Egyptian visitor Eqyot, Egyptian, pyramids, Ancient Egyptian? and when the first civilizations appeared and a depth study of one of ancient, tomb, mummify, following: mummification, scarab

Ancient Egypt. beetle What journey does a river Locational knowledge River Tyne Cruise Industry, settlement, trade, take?  locate the world’s countries, using maps to focus on Europe land use, River Tyne, (including the location of erosion, transportation, Russia) and North and South America, concentrating on their economy environmental regions, key physical and human characteristics, countries, and major cities  name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Place knowledge understand geographical similarities and differences through the

study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

What happened during the Changes in Britain from the Stone Age to the Iron Age Bronze, Iron, Stone, late Bronze, Stone and Iron Neolithic hunter-gatherers, Ages? Examples (non-statutory) Skara Brae, Stonehenge, hill

Lower Key Stage Two Lower Stage Key This could include: forts, farming

 late Neolithic hunter-gatherers and early farmers, for example, Skara Brae  Bronze Age religion, technology and travel, for example, Stonehenge  Iron Age hill forts: tribal kingdoms, farming, art and culture How does Mayan Civilisation a non-European society that provides contrasts with British history – Ahau or Ahaw, Batab, differ from our past? Mayan civilization c. AD 900 Cacao, Cenote, Chac Mool, City-state, Classic Period,Codex, Glyph, Haab', Hero Twins, Huipil, Itzamna, Kin, Kukulcan, Lintel, Nacom, Obsidian edges and tools, Popol Vuh, Quetzal, Stela, Tikal, Tzolk'in, Uinal, Yucatan Peninsula From farm to fork, what Human and physical geography Tesco – Farm to Fork Land use, economy, carbon journey does our food take? geography, including: types of settlement and land use, economic footprint, trade links, trade, activity including trade links, and the distribution of natural resources industry, fair trade,

Upper Key Stage 2 Upper Stage Key including energy, distribution, natural food, minerals and water resources What did the Ancient Ancient Greece – a study of Greek life and achievements and their Acropolis, Agora, Alexander Greeks do for us? influence on the western world the Great, Aristotle, Athens, Chiton, City-state , Democracy, Ephors, Helots, Homer, Olympics, Plato,

Socrates, Sparta, Titans