Autumn Term
We Date
ek
Aims
1
What was the Second World War?
When and where did it take place?
1 SEPT


2
7 SEPT
Possible Teaching Activities


explain when and where
WWII took place
explain about the leaders and
key events and dates of the
war
What was the Blitz?

describe the characteristic
features of the Blitz and the
type of area that was most
likely to be affected

locate where bombing raids
took place






Give out pictures, maps and objects from
WWII in groups. Discuss observations
Where did the war take place? In groups,
discuss key questions and report back to
the class.
Locate on a map the countries that were
involved in the WWII.
Explain that the class will look at what
happened to people living in London in the
war
Listen to the sound of the air raid shelter
Outcomes
All children can:

suggest why it is called a 'World War.'

know and use the names of leaders
Resources
OWN MATERIALS
HISTORY 4
(COLLINS)
Some children can:

know key events and dates
All children can:

suggest reasons why some areas of a city were
more likely to be bombed than others

suggest how the bombing could be stopped
OWN MATERIALS
HISTORY 4
(COLLINS)
Discussion point: What do you think the
sound is? What did the people have to do
when they heard the sound?
Look at pictures of a shelter
Locate areas bombed on a map.
3
14 SEPT
What was the Blitz? - SHELTERS

understand how air raid
shelters worked

4
21 SEPT
Why were children evacuated?

All children can:

suggest how people could have been protected in
the war
OWN MATERIALS
HISTORY 4
(COLLINS)

All children can:
Labels and suitcases. The pupils will
complete the label and draw two or more

suggest why evacuation was used as one strategy
things in the suitcase.
to protect children
Write a postcard home; how would you feel

explain the effects of bomb damage
being away from home?
Brainstorm on the board. Draft in their
OWN MATERIALS
HISTORY 4
(COLLINS)


5
28 SEPT
Listen to experiences of children in the
second world war (audio version)
explain about the effects of air

Look at pictures of children being
raids
evacuated. Discussion point: What do
explain about the causes of
you think is happening in this picture? Where do you
evacuation
think they are going? What are they carrying with
them? Why do all the children have labels? What do
you think is in the boxes that they have around their
necks? How do you think these children are feeling?
Why were children evacuated?


complete air raid worksheet, designing own All children can:
air raid shelter. Pupils make air raid shelter

design own air raid shelter
from shoe box/cereal boxes, etc.
explain about the effects of air
raids
explain about the causes of
evacuation


OWN MATERIALS
HISTORY 4
(COLLINS)

6
5 OCT

What was it like to be an evacuee?

find out about the
experiences and feelings of
evacuees, from a wide range
of information sources

communicate my learning in
an organised and structured
way, using
appropriate terminology
7
12 OCT
What was it like to be an evacuee?


8
19 OCT
find out about the
experiences and feelings of
evacuees, from a wide range
of information sources
communicate my learning in
an organised and structured
way, using appropriate
terminology
What did people eat during the war?
- explain why rationing was necessary

books, complete neat version on postcard.
Plenary: Ask the pupils to explain what they
put in their suitcases and read out their
postcards.
Read extract from Goodnight Mr Tom and
watch DVD
Describe the feelings the evacuee has,
planning a written response in a diary
All children can:

describe some likely feelings and experiences of
an evacuee

use words associated with evacuation accurately
and appropriately
OWN MATERIALS
HISTORY 4
(COLLINS)
The pupils write a diary entry, as the
character from Goodnight Mr Tom, using
planning sheet as a guide
peer assess work
All children can:

describe some likely feelings and experiences of
an evacuee
OWN MATERIALS
HISTORY 4
(COLLINS)
form




use words associated with evacuation accurately
and appropriately
All children can:
Give out activity sheet: What we used to
eat
infer causes of rationing

look carefully at the sheet, read out the list
of foods that were rationed

make a list of the things that were not
rationed

Discussion point: What do you notice about
the list? Where do the foods come from?
Could people grow these foods
themselves? Where could they grow them?

Complete worksheet.
Plenary: Do we eat these foods today? Why do
you think food was rationed?

OWN MATERIALS
HISTORY 4
(COLLINS)
HALF-TERM BREAK
9
2 NOV
What did people eat during the war?
- explain about the impact of rationing
on the way of life of people living in
Britain during WWII
- Work on the activity booklets: Ration book: cut them All children can:
out, folding

identify some similarities and differences between
them carefully, fill in the details
foods available during the war and today
- make a menu for one day using rationed and nonrationed food under the headings: breakfast, lunch;
supper.
Plenary: Many foods were in short supply;
demonstrate this by weight 75g of sweets. How
would you feel only being allowed certain
OWN MATERIALS
HISTORY 4 (COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
amounts of food each week?
Homework: Complete the ‘cloze activity’ rations
worksheet.
10
9 NOV
(* 11 NOV BANK
HOLIDAY)
What were children's experiences of
the war?

describe how the war affected
children in different ways





11
16 NOV
What were children's experiences of
the war?

explain how the war created
many refugees





12
23 NOV
What it was like to be a child living in
this area in World War II?

locate where and how
Wrocław was affected by
WWII
find out about the war in
Wroclaw from the
recollections of someone who
lived through it or from own
research

What it was like to be a child living in
this area in World War II?


13
30 NOV

14
7 DEC


locate where and how
Wrocław was affected by
WWII
find out about the war in
Wroclaw from the
recollections of someone who
lived through it or from own
CTD.
Encourage the children to imagine what it
would be like if your house was destroyed
by bombs, and you had to live with a
neighbour or relative.
Discussion points: What would you miss?
How long might you have to stay with that
person? Do you think you would be
happy/unhappy?
Introduce Anne Frank; using audio tape
and picture book
Look at pictures of Anne Frank and her
hide out
Complete Anne Frank research (worksheet
2) using internet and books
All children can:

describe different experiences that children had of
the war
OWN MATERIALS
HISTORY 4
(COLLINS)
Re-cap the story of Anne Frank
brainstorm ideas on the board
Complete Anne Frank’s story worksheet
Plenary: How was Anne treated compared
to the children in Goodnight Mr Tom, for
example? Do you think this is fair?
peer assess Anne Frank stories for
accuracy, fluency, writing skills against
success criteria
All children can:

suggest some reasons for children having different
experiences

retell the story of Anne Frank
OWN MATERIALS
HISTORY 4
(COLLINS)
If possible, arrange a local visitor to come
into school to talk about their experiences
of the war / show DVD accounts
All children can:

suggest appropriate questions to ask about the war
in Wroclaw
OWN MATERIALS
HISTORY 4
(COLLINS)
All children can:

record information about the war in the locality
OWN MATERIALS
HISTORY 4
(COLLINS)
CTD.
OWN MATERIALS
HISTORY 4
(COLLINS)
prepare a list of questions to ask
Complete childhood memories worksheet,
explaining what you have learnt about life
in Wrocław during the war
research
15
14 DEC
ASSESSMENT
REVISION QUIZ
TEST
XMAS BREAK
Spring Term
We Date
ek
Aims
1
ANCIENT EGYPT - INTRODUCTION
4 JAN
(* 6 JAN BANK
HOLIDAY)


2
11 JAN

18 JAN

locate ancient Egypt in time
and place
learn that information can be
classified in different ways
ANCIENT EGYPT – ANCIENT
ARTEFACTS

3
Possible Teaching Activities
observe an object in detail and
to make inferences and
deductions
record information about an
object accurately
ANCIENT EGYPT - LANDSCAPE

make deductions about life in
the past from pictures of the
landscape

recognise how much of the
life of Egypt depended
on the Nile






Ask the children what they already know
about ancient Egypt. Help them to group
existing knowledge under headings eg daily
life, houses, death.
Use maps and a class time line to locate
ancient Egypt in time and place. Establish
what is meant by ‘ancient‘ and ‘modern’.
Outcomes
All children can:
- locate ancient Egypt on a map and place it on a time line

group information in appropriate categories
All children can:
Show the children a picture or a replica of
an object from ancient Egypt. Ask them to

describe an artefact accurately
make a detailed drawing of the object and

make inferences and deductions from objects
to describe it.
Ask the children to use information from the
object and what they have learnt about
ancient Egypt to decide, What does this
source tell us about life in ancient Egypt?
Give the pupils pictures of the Nile and of
the Egyptian landscape
Ask them to complete a grid with two
headings: ‘What can we see that would
make living in Egypt easy?’ and ‘What can
we see that would make life difficult?’
Discuss as a class how the Nile provided
water and a method of transport.
All children can:

extract information about the landscape from
pictures

provide answers that show the relationship
between the geography of Egypt and the way of life
in the past
Resources
OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
4
25 JAN
Ctd.

Ctd.
5
1 FEB
ANCIENT EGYPT - INVENTIONS

to classify information in
various ways about the range
of objects which have survived
from ancient Egypt

to make inferences from
objects about the way of life in
ancient Egypt

Give children pictures/postcards of ancient
Egyptian inventions. Discuss the use of
those and the technology applied.
Discuss with the children what they have
found out and why they think these objects
have survived.
ANCIENT EGYPT (2 weeks)

learn about aspects of life in
ancient Egypt

make inferences and
deductions from objects and
pictures

understand that what we
know about the past is
dependent on what has
survived

6
8 FEB




All children can:


sort information into different categories
ask and answer questions about what has survived
from ancient Egypt and what it reveals about the
past
Give groups of children a topic, eg food and All children can:
farming, art, buildings, writing, technology.

select pictures illustrating aspects of a chosen topic
Ask them to find three pictures and/or

infer and record information about a topic from
objects that they think can tell us the most
pictures
about their topic.
Ask the children to decide what they know
for certain from their objects, what they can
guess, and what they still need to find out.
Ask groups to record their findings and talk
about their topic to the rest of the class.
OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
HALF-TERM BREAK
7
22 FEB
CTD.
8
29 FEB
ANCIENT EGYPT – TOMBS AND
PYRAMIDS

9
7 MARCH

CTD.


find out about Egyptian tombs,
pyramids and burial sites
use sources of information in
ways which go beyond simple
observation


10
14 MARCH ASSESSMENT
CTD.
All children can:
Give the children information on ancient
Egypt beliefs about life and death

select pictures about Egyptian beliefs
Ask the children to select pictures of

draw and label objects accurately
objects which provide evidence about what
create a museum display on ancient Egyptians’
the Egyptians believed about life after
beliefs about the after-life
death or about what happened when
people died.
Ask them to draw the objects and label
them showing what the object might tell us,
eg a mummy – the body was necessary for
life after death.
Ask the children to create a museum by
selecting pictures about death and
mummification and by producing captions
giving interesting information for the
audience to read.

OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
REVISION QUIZ
TEST
EASTER BREAK
Summer Term
We Date
ek
Aims
Possible Teaching Activities
1
4 TYPES OFCASTLES
 recognise different types of
Castle
 recognise how castles have
evolved through time
What is a castle? Pose question and brainstorm
answers on IWB.
Children to draw a picture of what they think a castle
looks like and add caption and labels to it.
Give the children different pictures of castles in their
groups. Can they sort them? Introduce them to
timelines – using a blank one. Can they put them in
an order? Are they right? Tell children about different
types of castles and why they evolved.
4 APRIL
2
11 APRIL
3
18 APRIL
4
25 APRIL
CASTLE PARTS

discover and identify the
different parts of a castle and
its uses

To find out about types of
castles and discuss their
advantages / disadvantages.



In groups, come up with advantages and
disadvantages of the different types of
castles.
Discuss the different materials used
Using a 3D map/paper map, identify the
best place to position a castle
Outcomes
All children can:

Recognise and explain the differences between
different kinds of castle.

successfully place a castle on a time line
OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
All children can:

design their own castle and

present to the class, explaining why they have
used a specific design or materials

OWN MATERIALS
HISTORY 4
(COLLINS)
Linking to past geography unit, identify the best
position for a castle
CASTLE JOBS
All children can:
Children to work in pairs to brainstorm the different
kinds of jobs people do nowadays – think about

To understand that life in

relate the technology of the time to the jobs
castle times was very different family members, friends etc.
required within the castle
Share ideas with whole class. Would these jobs have

Place specific roles within the social pyramid of the
existed in castle times? Why/why not? Relate to
castle
technology etc.
Look at some of the jobs – does that job still exist?
Some children can:
How is it different nowadays? Why isn’t it a job

Compare the social structure of the castle to that
anymore?
of the Ancient Egyptians
Job descriptions and advertisements. Horrible History
video
Resources
OWN MATERIALS
HISTORY 4
(COLLINS)
5
(* 2-3 MAY
BANK
HOLIDAY)
4 MAY
WHAT DID THE KING DO?

Understand the power and
importance of a Tudor king

identify what monarchs did
and did not do



6
9 MAY
7
16 MAY
8
23-25 MAY
(*26-27 BANK
HOLIDAY)
9
30 MAY
HENRY VIII AND HIS SIX WIVES

Understand the reasons for
Henry’s changing marriages

recognise the power of a
Tudor monarch

consider possible solutions to
Henry’s problems




All children can:
Give the children a list of activities
combining those that a Tudor king was

sort information to demonstrate their knowledge of
expected to do, eg hunting, attending
the role and duties of a Tudor king
church, signing papers, dining in state, with
some that he did not do, eg cutting wood,
selling cloth.
Ask the children to sort the activities into
two categories; those they think the king
did and those he did not do.
Ask the children to feed back their
decisions and discuss the range of
responsibilities of a Tudor monarch.
Give the children a text with a simple
description of Henry’s problems, eg the
need for a son, Catherine’s age, the need
for money.
Provide a few solutions.
Ask the children to identify the problems.
Help the children place the problems in
order of importance and to suggest
solutions and produce a grid with two
columns: problems and solutions.
All children can:



identify the problems of the Tudor king
identify key points in a text
OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
place the problems in order of importance
OWN MATERIALS
HISTORY 4
(COLLINS)
To understand that life in castle
times was very different –
CLOTHING.
Children to work individually to draw pictures of All children can:

Recognise the link between clothing and the job
what they think an average person may have
that we do.
worn in castle times (may have picked some

Give examples of this in the modern world
things up from jobs lessons).
Gather back and look at some pictures of
clothing they may have worn. Huge gap
between rich and poor – do clothes tell a story?
Children to use papers and other materials to
dress a castle dweller.
OWN MATERIALS
HISTORY 4
(COLLINS)
To understand that life in castle
times was very different ENTERTAINMENT
Jester/Minstrels and the importance of there
role within the castle.
All children can:

Perform a medieval dance

Feedback on a selection of medieval games,
providing information and likes/dislikes and ways
What do we do to keep ourselves entertained at
to develop the game
OWN MATERIALS
HISTORY 4
(COLLINS)
home? Children to brainstorm in groups –
feedback to class. Rule out things that would
have been impossible e.g. television – why?
Pupils to do a medieval dance
Choose from selection of medieval games (nine
men’s morris, nine pin bowling, marbles, raffle –
a dice game etc.). Rate the activities using
feedback form.
Some children can:

Create their own medieval dance moves.
10
6 JUNE
To understand that life in castle
times was very different – FOOD.
Children to use plate template and draw their
favourite meal and label it (or add a few
sentences describing it). Do they think they
would have been able to eat it in medieval
times? Can they give reasons why/why not?
Cross out foods that didn’t exist/couldn’t be
made.
All children can:

Make a simple medieval bread or sweet.

Explain why the diet of medieval people was so
different
OWN MATERIALS
HISTORY 4
(COLLINS)
Some children can:
Explain what effect the medieval diet may have had upon the
health of people at the time.
Give children opportunity to taste some of the
foods that they may have eaten – which would
have been eaten by rich? Which by the poor?
Recipe writing – instructions.
11
13 JUNE
WRITING A DIARY
- to recapitulate on all the learnt aspects
of Tudor life
12
20 JUNE
ASSESSMENT
All children can:
- write a diary entry from the
perspective of a person wholived - write a diary entry including some
in Tudor times
historical details
OWN MATERIALS
HISTORY 4
(COLLINS)
OWN MATERIALS
HISTORY 4
(COLLINS)
SUMMER HOLIDAY