Unit: Seafaring and Seafarers through time
History
SMU
(Upper)
• words connected with seafarers and the sea
About the unit
This unit continues the focus on change and the passage of time that has been a feature of
work across the lower and upper years of SMU. The unit is designed to reinforce the pupils
understanding of change and to introduce famous people and famous events through
studying a theme through time. The pupils will experience sights, sounds, tastes and objects
from the near and distant past. The unit will continue to build thinking skills in sequencing.
Resources
Resources include:
• classroom timeline 2000 BC–AD 2003
• a picture cards of boats and ships
• picture cards of famous seafarers
• Examples of foods and spices
Where the unit fits in
Out-of-school learning
The unit allows the student to experience the past through an investigation of the
stories of famous people and events. They have the opportunity to learn about the
differences between the lives of people in the past and in the present day.
Expectations
At the end of this unit
All pupils will: learn about the passage of time by experiencing changes in the experience
of seafarers through time. They will look at a range of pictures and images of ships and
seafarers and will have the opportunity to explore aspects of the stories of famous people
and events using touch,taste and smell.
Most pupils will: Have opportunities to consider the differences between the past and the
present experience of seafarers. They will learn about the stories of famous people and
events.
A few pupils will : Begin to respond to stories and artifacts. They actively listen to stories
about famous people and events and can construct a simple sequence of ships from the
distant past to the present day.
Prior learning
This unit builds on the work on changes and the passage of time that has been done in units
1 to 3 in SMU lower
Language for learning
Through the activities in this unit pupils will be able to understand:
Pupils could:
• visit the sea and look at ships
Future learning
Pupils could go on to build on the skills and concepts developed in this unit through links
with other subjects e.g. Geography, Science and citizenship
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
Seafarers and Seafaring through time

To experience change
in the experience of
seafarers through time

To experience stories
of famous people and
events from the near
and distant past


To recognize the
differences between
ships from the near
and distant past
To have opportunities
to touch, smell and
taste sources related
to changes in
seafaring through time

.Introduce the pupils to the sea but looking at pictures, viewing video
footage, feeling sand and water. Use a hair dryer across a bowl of
water to simulate waves. Use a sea shell or audio tape to listen to
the sound of the sea.

Look at models and pictures of boats/ships from different times in
history.

On a picture of the sea construct a simple timeline of development by
sticking pictures of ships from different periods in history in a simple
sequence – oldest to most recent.

Introduce the story of a famous person : Christopher Columbus and
the discovery of America. Show a picture of Christopher, follow the
stages of his journey on a wall map. Look at pictures of his ship and
make models.

Investigate the things that Columbus would need to take on his
voyage – pack a lunchbox or bag for a journey

Look at, taste and smell some of the things Columbus would have
found in the new world – produce some native American artwork

Add the picture of Columbus to the class timeline

Look at pictures of model ships and follow the story of Ellen
McArthur’s voyages.

Add a picture of Ellen to the timeline to show distance in time from
Columbus, add pictures of the children next to the picture of Ellen to
show they are from the same time.

Look at pictures of Columbus’s ship and Ellen’s yacht – simple
sequence – match picture of ship to picture of person who sailed in
it.

Add details of Ellen’s journeys to the wall map

Look at examples of modern clothing worn by seafarers like Ellen

Look at a picture of a modern navigational device – and contrast with
Columbus’ use of the stars – make a star map

Ability to sequence
pictures

Experience sights,
sounds and smells of
the sea

Recognise examples
of changes that have
taken place through
time

Listen and react to
stories about famous
seafarers
POINTS TO NOTE
What’s history got to do with me?
• that history helps explain the Use one or both of the following activities:
Explaining the present
present
• to ask questions to gain
• Show a clip from a recent TV news bulletin. Follow it by asking some quick
clarification or further
comprehension questions.
information
• Explain that the clip tells us what has just happened.
• to use appropriate vocabulary • Ask pupils to watch the clip again. Ask them to devise their own questions
• that historians need to use
so that they receive the answers they need to prepare a background paper
more than one source to find
for a politician/UN official about to visit the area.
out about a person or event in • Indicate the position of the events pupils have just seen on the timeline and
the past
on the world map. Point out that history can help to explain current events
and considers events all over the world.
Visiting the past
• Visit a historic site or building near the school, or use the school itself. Ask
the pupils to carry out a thorough investigation of the site and consider the
‘clues’, eg age, function, architectural style, changes over time. They should
be encouraged to use appropriate vocabulary.
• Ask the pupils What does this site tell us about its place in the past?
Brainstorm the question as a whole-class activity.
• In the classroom ask pupils to write a short paragraph, with an appropriate
subheading, about what a part of the site tells them. Create a display using
an enlarged or exploded drawing/photograph of the site with the paragraphs
in the appropriate places.
• comprehend and extract
information from different
kinds of source
• frame questions to shape
investigations
• find answers to questions
about sources of information
that go beyond simple
observation
• select and combine
information from sources
• Some pupils will need prompts to help
them structure their questions,
eg who/what/when/where/why.
Further work can be done with all
pupils working together to sort and
categorise these questions.
• As an extension/homework activity
ask pupils to choose two or three of
the questions they asked. Where
would they get the information to
answer those questions? What
answers would they provide to those
questions?
• Links to other topics in key stage 3
where TV or current news items or
local studies feature can be used to
stimulate interest in what is to come.
• ICT: a website, eg CNN, BBC, can be
used instead of, or as well as, a TV
clip. This may provide opportunities to
consider different versions of events
and contribute to pupils’
understanding of the role of the
media, linking with citizenship.
• Save a digitised photograph of a
historic building or landscape on a
page created in a web publishing
program. Pupils identify significant
parts of the building or site and create
links to short paragraphs explaining
the importance of that part of the site.
The pages are saved onto the school
intranet or website.