Core Knowledge UK Year One
Spatial Sense

Understand the concept of an aerial perspective. For example, draw objects from the side and above and discuss the differences. Draw plans (aerial views) of objects arranged on a desk or the classroom floor, beginning with looking down on the objects from above.
North, South, East,
West
Asia and Europe

Give directions (left, right, forwards, backwards) including distance (number of steps), to find objects located in the classroom and different parts of the school.

Understand the spatial layout of the school: buildings, playground, field, entrance, and so forth.

Be able to read a simplified map of the school.

Discuss where things are in relation to each other and how to navigate around the school grounds using the points of the compass: north, south, east and west.
Continent, ocean, island, Great Wall of China, Eiffel
Tower, London, Britain
Desert, grassland, Serengeti, Morocco, African animals Africa
North America and
South America
Atlantic Ocean, Pacific Ocean, deserts, prairies, forest, swamp,
Grand Canyon, Andes Mountains, Amazon River, Machu Picchu,
Inca
Australia and
Antarctica
Island, Australian animals, Sydney Opera House, Antarctic animals
Children’s World Atlas (Dorling Kindersley) 1 June
2011
Usbourne Children’s Picture Atlas (Usbourne
Publishing Ltd) by Ruth Brocklehurst (October 2003)
Watch the video ZOOM - Istvan Banyai- available on the internet for an idea of perspective.
Follow that Map! A First Look at Mapping Skills (Kids
Can Press) by Scot Ritchie (March 2009)
The Once Upon a Time Map Book (Candlewick Press) by B. G Hennessey (Reprint May 2010) http://digimapforschools.edina.ac.uk/cosmo/home
Beginner's World Atlas, Revised Edition (National
Geographic Society) National Geographic Kids
(September 2011)

Core Knowledge UK Year One
The UK
The Ice Age and
Stone Age
The Bronze and
Iron Age

Name and locate England, Scotland, Wales and Northern
Ireland on a map

Understand important features of the UK.

Identify and describe some geographical differences
 between England, Scotland, Wales and Northern Ireland.
Identify the flags of each.
This is Britain (Universe Publishing Inc) by Miroslav Sasek
(June 2008)
Oxford Infant Atlas (Oxford University Press) by Patrick
Wiegand (April 2005)
Glaciers, woolly mammoth, ancestors, cave paintings, hunting and gathering, Stonehenge.
Bronze, Iron, shields, arrows, swords, Romans, written history
Woolly Mammoth - Natural History Museum (Frances
Children’s Books) by Mick Manning (7 April 2011) http://www.bbc.co.uk/nature/ancient_earth/Last_glacial
_period
(For teacher’s to read)
Stone Age, Bone Age (Franklin Watts) Mick Manning
(August 2004)
Kings, Queens and
Rulers
The Magna Carta

King John was forced to seal the Magna Carta in 1215.
This established that the King had to follow the laws of the land.

Before this point, King John had been using his powers to tax people highly and to imprison people without a trial.
Parliament

King John was succeeded by his son Henry III, who also alienated the barons. They rose in revolt and the most powerful of them, Simon de Montfort, called a
The Middle Ages (Usbourne Publishing Ltd) by Rob
Lloyd Jones (May 2009)
Junior History (Galore Park) by Edward Lawlor
Brennan (2006) This is a Junior book however some of the ideas and resources could be useful when planning your history unit)
Kings and Queens (Usbourne Publishing Limited)
Ruth Brocklehurst (29 October 2010)

Core Knowledge UK
Prime Ministers parliament that included not only the barons but representatives of towns and counties for the first time.

Our parliament today is made up of representatives who are chosen by the people of this country.
Oliver Cromwell

Charles I believed in the Divine Right of Kings (that God had given him the authority to do as he wished) and was unwilling to listen to parliament. This led to a civil war and his execution.

The Commonwealth (1649-1660) was the period when
Britain had no King or Queen, and was ruled by Oliver
Cromwell. In 1660 this changed and Charles II then ruled with a parliament.

Understand how the office of Prime Minister developed

Robert Walpole achieved influence with George II and with the House of Commons. He became the most important minister in the Cabinet – the first Prime
Minister.

As the power of the monarchy decreased, the influence of Parliament and the Prime Minister grew.

Today the Prime Minister is in charge of government.

The Prime Minister has regular meetings with the Queen to tell her about what the Government have been talking about.
Year One http://www.olivercromwell.org/ For more information for teachers.