History and Geography
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- Alvin Jacobs
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1 History and Geography Year One (NC objectives are for all of KS1) Statutory requirements for Geography Locational knowledge cities of the United Kingdom and its surrounding seas Place knowledge human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-european country Skills I can keep a weather chart and answer questions about the weather. I can explain where I live and tell someone my address. I can explain some of the main things that are in hot and cold places. I can explain the clothes that I would wear in hot and cold places. I can explain how the weather changes throughout the year and name the seasons. I can name the four countries in the United Kingdom and locate them on a map. I can name some of the main towns and cities in the United Kingdom. Human and physical geography the location of hot and cold areas of the world in relation to the Equator and the North and South Poles sea, ocean, river, soil, valley, vegetation, season and weather man features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork countries, as well as the countries, continents and oceans studied at this key stage
2 locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map basic human and physical features; devise a simple map; and use and construct basic symbols in a key their school and its grounds and the key human and physical features of its surrounding environment. Statutory requirements for History Pupils should be taught about: to reveal aspects of change in national life example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] cant historical events, people and places in their own locality. Skills I can use words and phrases like: old, new and a long time ago. I can recognise that some objects belonged to the past. I can explain how I have changed since I was born. I can explain how some people have helped us to have better lives. I can ask and answer questions about old and new objects. I can spot old and new things in a picture. I can explain what an object from the past might have been used for.
3 Year Two (NC objectives are for all of KS1) Statutory requirements for Geography Locational knowledge cities of the United Kingdom and its surrounding seas Place knowledge human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-european country Human and physical geography the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Skills I can say what I like and do not like about the place I live in. I can say what I like and do not like about a different place. I can describe a place outside Europe using geographical words. I can describe some of the features of an island. I can describe the key features of a place from a picture using words like beach, coast, forest, hill, mountain, ocean, valley. I can explain how jobs may be different in other locations. I can explain how an area has been spoilt or improved and give my reasons. I can explain the facilities that a village, town and city may need and give reasons. I can name the continents of the world and locate them on a map. I can name the world oceans and locate them on a map. I can name the capital cities of England, Wales, Scotland and Ireland. I can find where I live on a map of the United Kingdom. sea, ocean, river, soil, valley, vegetation, season and weather man features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork countries, as well as the countries, continents and oceans studied at this key stage locational and directional language [for example, near and far; left and
4 right], to describe the location of features and routes on a map ial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key their school and its grounds and the key human and physical features of its surrounding environment. Statutory requirements for History Pupils should be taught about: within living memory. Where appropriate, these should be used to reveal aspects of change in national life example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] vents, people and places in their own locality Skills I can use words and phrases like: before, after, past, present, then and now. I can recount the life of someone famous from Britain who lived in the past. I can explain what they did earlier and what they did later. I can give examples of things that were different when my grandparents were children. I can find out things about the past by talking to an older person. I can answer questions using books and the internet. I can research the life of a famous person from the past using different sources of evidence.
5 Year Three Statutory requirements for History Skills I can describe events from the past using dates when things happened. a study of Greek life and achievements and their influence on the western world I can use a timeline within a specific period of history to set out the order that things may have happened. chronological knowledge beyond 1066 (WW2) including I can use my mathematical knowledge to work out how long ago events happened. study I can explain some of the times when Britain has been invaded. I can use research skills to find answers to specific historical questions. I can research in order to find similarities and differences between two or more periods of history. Geography Year Three Locational: Locate and name the continents on a World Map. Locate the main countries of Europe inc. Russia. Identify capital cities of Europe. Locate and name the countries making up the British Isles, with their capital cities. Identify longest rivers in the world, largest deserts, highest mountains. Compare with UK. Identify the position and significance of Equator, N. and S. Hemisphere, Tropics of Cancer and Capricorn. Place: Compare a region of the UK with a region in Europe, eg. local hilly area with a flat one or under sea level. Link with Science, rocks. Human and physical: Describe and understand key aspects of: Physical geography including Rivers and the water cycle, excluding transpiration, brief introduction to Volcanoes and earthquakes linking to Science: rock types. Types of settlements in Early Britain linked to History. Why did early people choose to settle there?
6 Skills and fieldwork: Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied. Learn the eight points of a compass, 2 figure grid reference (maths co-ordinates), some basic symbols and key (including the use of a simplified Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world. Use fieldwork to observe and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
7 Year Four Statutory requirements for History Skills Year Four history I can plot events on a timeline using centuries. study I can use my mathematical skills to round up time differences into centuries and decades. chronological knowledge beyond 1066 The Tudors I can explain how the lives of wealthy people were different from the lives of poorer people. I can explain how historic items and artefacts can be used to help build up a picture of life in the past. I can explain how an event from the past has shaped our life today. I can research two versions of an event and explain how they differ. I can research what it was like for children in a given period of history and present my findings to an audience. Geography Year Four Locational: Locate the main countries in Europe and North or South America. Locate and name principal cities. Locate and name the main counties and cities in/around Oxfordshire. Place: Compare a region in UK with a region in S. America with significant differences and similarities. Human and physical: Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts Human geography including trade links in the Pre-roman and Roman era. Types of settlements in modern Britain: villages, towns, cities. Skills and fieldwork: Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied.
8 Learn the eight points of a compass, four-figure grid references. Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
9 Year Five Statutory requirements - Skills Year Five - I can draw a timeline with different historical periods showing key study WITH -Saxon struggle for the Kingdom of historical events or lives of significant people. England to the time of Edward the Confessor including t civilizations an overview of where and I can compare two or more historical periods; explaining things which changed and things which stayed the same. when the first civilizations appeared and a depth study of one of the I can explain how Parliament affects decision making in England. following: The Shang Dynasty of Ancient China I can explain how our locality has changed over time. I can test out a hypothesis in order to answer questions. I can describe how crime and punishment has changed over a period of time. Geography Year Five ( Extreme topic) Locational: On a world map, locate areas of similar environmental regions, either desert, rainforest or temperate regions. (Link to Extreme Earth topic). Locate and name the main counties and cities in the UK. (Link to history topic Saxons. Settlement then and now. How Saxon period shaped modern Britain, e.g. place names ending with ham show where Saxon settlements once were). Compare land use maps of UK from past with the present, focusing on land use. (Link to history topic Saxons). Place: Compare a region in UK with a region in N. America with significant differences and similarities. (link to Extreme Earth e.g. California and the San Andreas fault line. How does this affect type of settlement, land use and trade compared to UK?) Human and physical: Describe and understand key aspects of : Physical geography including Volcanoes and earthquakes, looking at plate tectonics and the ring of fire (link to Extreme Earth topic). Types of settlements in Saxon Britain (linked to history topic). Skills and fieldwork: Use maps, atlases, globes and digital/computer mapping mapping (Google Earth) to locate countries and describe features studied. Use the eight points of a compass, four-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge
10 of the United Kingdom in the past and present. Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
11 Year Six Statutory requirements for Geography (all of KS2) an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Egypt -European society that provides contrasts with British history one study chosen from: Mayan civilization c. AD 900 Skills Year Six I can place features of historical events and people from the past societies and periods in a chronological framework. I can summarise the main events from a period of history, explaining the order of events and what happened. I can summarise how Britain has had a major influence on the world. I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently). I can identify and explain differences, similarities and changes between different periods of history. I can identify and explain propaganda. I can describe a key event from Britain s past using a range of evidence from different sources. I can describe the features of historical events and way of life from periods I have studied; presenting to an audience. Geography Year Six Locational: On a world map locate the main countries in Africa, Asia and Australasia/Oceania. Identify their main environmental regions, key physical and human characteristics, and major cities. Linking with local History, map how land use has changed in local area over time. Name and locate the key topographical features including coast, features of erosion, hills, mountains and rivers. Understand how these features have changed over time. Identify the position and significance of latitude/longitude and the Greenwich Meridian. Linking with science, time zones, night and day Place: Compare a region in UK with a region in N. or S. America with significant differences and similarities. Eg. Link to Fairtrade of bananas in St Lucia (see Geography.org etc for free and commercially available packs on St Lucia focussing on Geography). Understand some of the reasons for similarities and differences.
12 Human and physical: Describe and understand key aspects of : Physical geography including coasts, rivers and the water cycle including transpiration; climate zones, biomes and vegetation belts (link to work on Rainforest). Distribution of natural resources focussing on energy (link with coal mining past History and eco-power in D&T) Skills and fieldwork: Use maps, atlases, globes and digital/computer mapping mapping (Google Earth) to locate countries and describe features studied. Extend to 6 figure grid references with teaching of latitude and longitude in depth. Expand map skills to include non-uk countries. Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
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