The purpose of this lesson is: to consider a map of ancient Greece and to investigate city states and the way they were governed.
Children should learn:
• about the geography of ancient Greece;
• that ancient Greece consisted of city states;
• that different city states were governed in different
ways.
Class objective:
• to discover how ancient Greece was organized.
Children should be able to:
• recognize that ancient Greece was organized into
city states;
• know that Athens and Sparta were city states;
• understand that there are different models of
government.
Includes Lesson Plans and Sheets for activities
8 Activities for Years 1 or 2 linked to the study of 1950’s Britain.
Activity 1: My Kitchen Today
Activity 2: Understanding a 1950’s Kitchen
Activity 3: Let’s Go Food Shopping in the 1950’s
Activity 4: Favourite Food now and then
Activity 5: New Toy, Old Toy (Sort the cards into the box 2 sheet activity).
Activity 6: Draw your home
Activity 7: Understanding the Names of Different Homes
All worksheets can be done as homework or for home learning.
Taken from the KS1 History Resources File (available to purchase on our website).
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Isambard Kingdom Brunel was a famous engineer who lived in Victorian times. He was a very good engineer and he won a competition to build a bridge over the River Avon. This bridge became the Clifton Suspension bridge.
This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past.
Lesson 1: How do we find out about a famous person?
Lesson 2: The story of Isambard Kingdom Brunel.
Lesson 3: Recording the life of a famous person.
The purpose of this lesson is: to discover why the landscape was crucial in the life of the ancient Egyptians
Children should learn:
• to make deductions about life in the past from
pictures of the landscape;
• how much of the life of Egypt depended on the
Nile.
Class objective:
• to discover the importance of the River Nile in
ancient Egypt.
Children should be able to:
• 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.
See our full unit available on TES
Invaders and settlers
The purpose of
this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain.
Children should learn:
• to use the terms ‘invade’ and ‘settle’;
• to place the Anglo-Saxon period in a chronological
framework.
Class objective:
• to discover the difference between invaders and
settlers.
Learning Outcomes
Children should be able to:
• use a dictionary to find the meanings of the words
‘invade’ and ‘settle’;
• sort words or phrases correctly under the headings
‘invade’ and ‘settle’;
• locate the Anglo-Saxon period on a time line;
• discuss ideas associated with invasion and
settlement.
Includes Lesson Plan and Activity Sheets
See full unit available on TES
Who were the Celts?
Learning objectives Learning outcomes
The purpose of this lesson is:
for the children to develop a clear understanding of who the Celtic people
were.
Children should learn:
• to select and record information about Celtic ways
of life;
• about aspects of life in Celtic Britain, using a variety
of sources.
Class objective:
• to find out about the Celts
Children should be able to:
• select relevant information from a number of
sources;
• record relevant information about the Celtic way of
life
Includes Lessons Plan and resources for activities
Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
It provides an example of creative and effective crosscurricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas.
There are 6 units. This is unit 6- Other units are available.
Lesson 1: World War I fashions – Military wear
Lesson 2: World War I fashions – Civilian wear
Lesson 3:Design innovation
Lesson 4: Amazing vehicles
Lesson 5: Political art
Lesson 6: Political art – Propaganda posters
Lesson 7: Political art – Three-dimensional morale boosters
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Taken from our UKS2 WW1 Resources File.
This is Unit 5.
There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included.
Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
Lesson 1:A guide to Leper
Lesson 2:The impact of the landscape
Lesson 3: Belgium then and now
Lesson 4: The creation of new countries
Lesson 5:Here and there
Lesson 6: Can you find your way around Leper?
Lesson 7:National pride
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Taken from Learning Outside the Classroom, Keystage Two
5 detailed Lesson plans varying in length:
This project covered several areas of history and also had a strong focus on design and technology. In the project, an archaeologist gave the children different questions to investigate and answer, by travelling back in time using their own ‘time machines’. The historical times and places that they travelled to were: Iron Age Britain, Roman Britain, Viking Britain, ancient Egypt and ancient Greece. The sessions varied in length – some were single sessions, some were whole mornings or afternoons, and the fi nal session took place over a whole day.
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This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Florence Nightingale? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past.
Lesson 1: How do we find out about a famous person?
Lesson 2: The story of Queen Elizabeth I.
Lesson 3: Recording the life of a famous person: Why do we remember Queen Elizabeth I?
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This is a short unit that supports your local history teaching. It introduces the children to the idea of using the built environment as a historical source, introduces the concepts of old and new, and encourages them to think about the changes in their local area over time. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: experience of recalling stories about the past; sequenced events on a time line; used everyday words relating to the passing of time; used pictures to find out about the past
Includes lesson plans and all worksheets
Lesson 1: Castles today
Lesson 2: Lord John’s Castle
Lesson 3: Let’s explore our local castle
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This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past.
Lesson 1: How do we find out about a famous person?
Lesson 2: The story of Mary Seacole.
Lesson 3: Recording the life of a famous person.
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The purpose of
this lesson is: to find out about Viking longships.
Children should learn:
• to use a range of sources to find out about Viking
longships;
• to make inferences about the Viking way of life.
Class objective:
• to find out about Viking longships
Children should be able to:
• use sources to discover what Viking longships
looked like;
• suggest what can be learned about the Vikings
from their boats
Includes Lesson Plan and Activities
Want all four lessons? Get the full pack:
In this unit, children explore an event that has been commemorated annually for over a 100 years. Children investigate the origins of Remembrance Day and how its significance has grown to incorporate conflicts up to the present day. Children who belong to service or refugee families may have direct, personal experiences of recent hostilities, and their schools will need to exercise sensitivity and discretion in teaching this topic. It is helpful if the children have considered other types of anniversaries and/or commemorations and used historical sources such as artefacts and photographs to ask and answer questions about the past.
Although this focuses on Remembrance day the unit can be easily adapted to fit for VE day
1: Memories
• To find out why people wear poppies at this time of year.
• Explain why we wear poppies for Remembrance.
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The purpose of this lesson is: to learn about the story of Theseus.
Children should learn:
• about one Greek myth in detail;
• to answer questions showing understanding of
myths and legends.
Class objective:
• to learn about the myth of Theseus and the
Minotaur.
Children should be able to:
• understand the nature of a myth;
• recount the story of Theseus and the Minotaur.
Includes: Lesson Plans and Activities and the story
The purpose of this lesson is:to research and present information on the similarities and differences between Athens and Sparta.
Children should learn:
• what is meant by ‘democracy’ (government by
leaders elected by the people);
• some of the ideas of people living in Athens and
Sparta.
Class objective:
• to find out about the similarities and differences
between Athens and Sparta.
Learning objectives Learning outcomes
Children should be able to:
• know that Athens and Sparta were city states and
governed themselves;
• distinguish between the beliefs of the Athenians
and Spartans and know some reasons why they
held those beliefs
Includes full lesson and activity sheets
In this unit children find out about the way people lived in the ancient Greek empire. They use a range of archaeological and written sources, select and record information and interpret the past in different ways. It is helpful if the children have: learnt about the way of life of people from different cultures who lived in the distant past; considered some of the attitudes and values of people living in the distant past, their motives and the results of their actions; used artefacts and pictures as sources of information.
Includes:
Contents
Introduction
Medium-term plan
Preparatory information
Useful websites about the Greeks
Lesson 1 Greece today
Lesson 2 Ancient Greek city states
Lesson 3 Athens and Sparta
Lesson 4 Triremes and hoplites
Lesson 5 The battle of Marathon
Lesson 6 Who did the ancient Greeks worship?
Lesson 7 Theseus and the Minotaur
Lesson 8 Ancient Greek theatre
Lesson 9 The play’s the thing
Lesson 10 The modern Olympic Games
Lesson 11 The ancient Olympic Games
Lesson 12 What we know about the ancient Greeks
Picture Prompt sheets
All lesson plans and activity sheets included.
Not sure? See our free download on Ancient Greek Theatre
The purpose of this lesson is: to discover why the landscape was crucial in the life of the ancient Egyptians
Children should learn:
• to make deductions about life in the past from
pictures of the landscape;
• how much of the life of Egypt depended on the
Nile.
Class objective:
• to discover the importance of the River Nile in
ancient Egypt.
Children should be able to:
• 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
Includes Lesson Plan and Activity sheets where required
Full Unit of work
In this unit, children are introuduced to the idea that people from other societies have been coming to settle in Britain for a long time. They consider the effects of the invasion and settlement of the Romans on Britain. There is emphasis on historical enquiry, using artefacts and Roman sites and interpretations of his
This unit Includes:
Introduction
Medium-Term Plan
Preparatory information
Timeline
Lesson 1 On the move
The purpose of this lesson is: to consider why people move away from where they were born.
Lesson 2 Invaders and settlers
The purpose of this lesson is: to establish that the Romans invaded and settled in Britain
Lesson 3 Who were the Celts?
The purpose of this lesson is: for the children to develop a clear understanding of who the Celtic people were.
Lesson 4 The Romans
The purpose of this lesson is: to investigate who the Romans were, and why they came to Britain.
Lesson 5 The Roman Army in Britain
The purpose of this lesson is: to find out about the Roman Army and how it involved in the occupation of Britain
Lesson 6 Roman battle formations
The purpose of this lesson is: to familiarize children with Roman Army drill.
Lesson 7 Who was Boudicca?
The purpose of this lesson is: to establish who Boudicca was and why she was important.
Lesson 8 The revolt of the Iceni
The purpose of this lesson is:to learn what happened in AD 60 and about the short- and long-term results of Boudicca’s revolt.
Lesson 9 Life in a Roman home
The purpose of this lesson is: to investigate Roman domestic life
Lesson 10 Life in Roman Britain
The purpose of this lesson is: to further investigate life in Roman Britain.
Lesson 11 Visit to a Roman site
The purpose of this lesson is: to visit a Roman site
Lesson 12 Roman festival
The purpose of
this lesson is: to consolidate the learning in this unit.
In this unit, children are introduced to the idea that people from other societies have been coming to settle in Britain for a long time. Children find out about what was discovered at Sutton Hoo. By investigating the finds, children learn about the work of archaeologists and about the culture and way of life of Anglo-Saxons who settled in Britain.
Lesson 1 On the move
The purpose of this lesson is to consider why people move away from where they were born.
Lesson 2 Invaders and settlers
The purpose of this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain.
Lesson 3 Where did they come from and where did they go?
The purpose of this lesson is: to develop a clear understanding of where the Anglo-Saxons came from and where they settled.
Lesson 4 Archaeology
The purpose of this lesson is: to develop an understanding of archaeology and archaeological evidence.
Lesson 5 Sutton Hoo
The purpose of this lesson is:to find out how the ship burial at Sutton Hoo was discovered and what sort of objects were found.
Lesson 6 The Sutton Hoo treasure
The purpose of this lesson is: look in detail at some of the Sutton Hoo finds.
Lesson 7 Sutton Hoo drama
The purpose of this lesson is: to consolidate learning about the Sutton Hoo ship burial.
Lesson 8 Everyday Anglo-Saxon life
The purpose of this lesson is: to research and record information about the everyday life of Anglo-Saxons.
Lesson 9 Presenting everyday Anglo-Saxon life
The purpose of this lesson is: for children to present the information they have researched about the everyday life of Anglo-Saxons.
Lesson 10 Anglo-Saxon writing
The purpose of this lesson is: to investigate different types of writing in Anglo-Saxon times.
Lesson 11 Riddles and stories
The purpose of this lesson is:to look at the Anglo-Saxon oral tradition with reference to Anglo-Saxon riddles and the Beowulf story.
Lesson 12 Visit to an Anglo-Saxon site
The purpose of this lesson is: to visit a location that will provide evidence of Anglo-Saxon life.*