This unit is designed for year 2 but could be adapted to fit into other year groups. Ultimately the unit is focused on the life of Neil Armstrong but it brings in the idea of exploration, the space race and animal rights. It develops the following skills and knowledge from the National Curriculum: Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Changes within living memory. The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods Different significant historical events. Lesson 1: A Chronology lesson which uses photographic evidence to give the children a deeper understanding of how and why different periods/peoples in time were so different. Children make links between different time periods as they start to use the language of chronology. Lesson 2: A Practical and engaging lesson which introduces the concept of exploration. Children solve puzzles, challenges and other activities which will allow them to reach a place which is difficult to get to. Lesson 3: A practical and fun lesson which explores the Space Race and what it would be like to be part of the Space Race. Lesson 4: This lesson involves animal in space and whether it was right or wrong to send them into space. Lesson 5: A research activity where the children are given the opportunity to discover more about the importance of Space Exploration and the life of Neil Armstrong. They are also given the opportunity to present their findings to the whole class! Within this unit plan there are hyperlinks to other resources associated with the plan.

This unit is designed for year 2 but could be adapted to fit into other year groups. Ultimately the unit is focused around Great Fire of London and those who could have been responsible for causing the fire. Throughout this unit, children will spend time learning how to carry out different types of historical research; present arguments based on historical evidence; question sources and work collaboratively. It develops the following skills and knowledge from the National Curriculum: Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Changes within living memory. The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods Different significant historical events. Lesson 1: A Chronology lesson which uses photographic evidence to give the children a deeper understanding of how and why different periods/peoples in time were so different. Children make links between different time periods as they start to use the language of chronology. Lesson 2: Children identify the main events connected to the GFL and make initial decisions about who might be responsible for starting it. Lesson 3: Children are introduced to different sources of historical evidence for the GFL. They learn how to use these sources of evidence to carry out historical research. Lesson 4: Children use sources and research to make decisions about the GFL. Lesson 5 - 7: Children present their findings on the GFL through a dramatized role play. Within this unit plan there are hyperlinks to other resources associated with the plan.

This unit is designed for year 1. This unit introduces children to some of the key vocabulary they will need to better understand the past. It uses ‘toys, cartoons and stories to consolidate this understanding. Also, there is a focus on the meaning of ‘exploration’ and ‘invention’. It develops the following skills and knowledge from the National Curriculum: Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Changes within living memory - Where appropriate, these should be used to reveal aspects of change in national life Lesson 1: Children are introduced to age appropriate historical vocabulary through the use of photographs. Lesson 2: A practical activity where the children learn about invention and exploration. Lesson 3: Children further develop their understanding of historical vocabulary through cartoons. Lesson 4: Children use a story to further focus in on what the difference between old and new is. Lesson 5: Children use artefacts (toys) to build their understanding of the past. Lesson 6: Now the children switch their focus to the future and compare with the past and now. Within this unit plan there are hyperlinks to other resources associated with the plan.