Countess Anne School - a Church of England Academy

Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy

Time and Place

The Humanities:

N.C History programmes of study

 

History

Geography

N.C Geography programmes of study

Year 2 – The Romans:

Knowledge, skills and understanding

Chronological understanding

1 Pupils should be taught to:

a place events and objects in chronological order

b use common words and phrases relating to the passing of

time

Knowledge and understanding of events, people

and changes in the past

2 Pupils should be taught to:

a recognise why people did things, why events happened and

what happened

as a result

b identify differences between ways of life at different times.

Historical interpretation

3 Pupils should be taught to identify different ways in which

the past is represented.

Historical enquiry

4 Pupils should be taught:

a how to find out about the past from a range of sources of

information

b to ask and answer questions about the past.

Organisation and communication

5 Pupils should be taught to select from their knowledge of

history and

communicate it in a variety of ways.

 

The Autumn Term

Discovery Week focuses on

who the Romans were,

where they came from and

why they invaded Britain. It

looks at the terms ‘invaders

and settlers’ and pupils are

taught how to place

significant periods in a

chronological frame work.

Pupils spend time studying

the Roman army and

understanding why it was

successful against the

Boudicca and the Celts.

(Includes a visit from a

Roman soldier’)

 

The Autumn Term

Discovery Week

focuses on using

secondary resources

for finding out

where the Romans

came from and

mapping their

invasion progress

across to Britain.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Year 2 – The Romans

Knowledge, skills and understanding

Geographical enquiry and skills

1 In undertaking geographical enquiry, pupils

should be taught to:

a ask geographical questions

b observe and record

c express their own views about people, places and

environments

d communicate in different ways .

2 In developing geographical skills, pupils should

be taught to:

a use geographical vocabulary

b use fieldwork skills

c use globes, maps and plans at a range of scales

d use secondary sources of information

e make maps and plans.

Knowledge and understanding of places

3 Pupils should be taught to:

a identify and describe what places are like

b identify and describe where places are

c recognise how places have become the way they

are and how they are

changing

d recognise how places compare with other places

e recognise how places are linked to other places in

the world .

 

Knowledge and understanding of patterns

and processes

4 Pupils should be taught to:

a make observations about where things are located

and about other features in the environment

b recognise changes in physical and human

features.

Knowledge and understanding of

environmental change and sustainable

development

5 Pupils should be taught to:

a recognise changes in the environment

b recognise how the environment may be improved

and sustained

 

 

The Spring Term

Discovery Week begins

with looking at the main

events and consequences of

the AD 60 Boudicca revolt.

Study then focuses on

finding out about Roman

domestic life. Pupils learn

about Roman food, mosaic

and pottery with an

emphasis on understanding

how we find out about the

past.(Includes a visit to

Verulamium Museum St.

Albans)

.

During the Spring

Term Discovery

Week pupils have

the opportunity to

map a rich persons

Roman Villa and

this is extended by

collecting data on

land use when

visiting the museum.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Summer Term

Discovery Week continues

looking at domestic life within a Roman Home –

including a religious life and the difference between

poor and rich life styles.

The unit finishes with pupils identifying Roman

influences that can still be seen today, e.g. identifying

Roman towns, roads and sayings.

 

The Summer Term

Discovery Week

focuses on mapping

Roman Britain, its

major towns, and

roads comparing

this to modern

Britain – noting the

influence of straight

Roman roads and

comparing the size

of Roman towns

today with that of

Roman Britain.

 

 

N.C History programmes of study

History

Geography

N.C Geography programmes of study

 

 Year 3: The ancient Egyptians

Knowledge, skills and understanding

Geographical enquiry and skills

1 In undertaking geographical enquiry, pupils

should be taught to:

a ask geographical questions

b observe and record

c express their own views about people, places

and environments

d communicate in different ways .

2 In developing geographical skills, pupils

should be taught to:

a use geographical vocabulary

b use fieldwork skills

c use globes, maps and plans at a range of scales

d use secondary sources of information

e make maps and plans.

Knowledge and understanding of places

3 Pupils should be taught to:

a identify and describe what places are like

b identify and describe where places are

c recognise how places have become the way

they are and how they are

changing

d recognise how places compare with other

places

e recognise how places are linked to other

places in the world .

Knowledge and understanding of

patterns and processes

4 Pupils should be taught to:

a make observations about where things are located and about other features in the

environment

b recognise changes in physical and human

features.

Knowledge and understanding of

environmental change and sustainable

development

5 Pupils should be taught to:

a recognise changes in the environment

b recognise how the environment may be

improved and sustained.

The Autumn Term

Discovery Week begins by collecting what the pupils already know about the Ancient 

Egyptians, ensuring that the can locate this topic in both place and time.

The week then focuses primarily on identifying what historical evidence

has remained from the period e.g the pyramids & tombs, how we can 

examine artefacts and use them to tell us about the past.


 The Spring Term

Discovery Week focuses

on studying the River

Nileand understanding

why this landscape was

so crucial to the ancient

Egyptians. The pupils

will learn about the

domestic lives and

agricultural life of the

ancient Egyptians which

often focused around the

Nile.

 The Summer Term

Discovery Week

focuses begins by

understanding what

hieroglyphics were and

how ancient Egyptians

wrote their numbers. It

progresses on to the

pupils understanding

what the ancient

Egyptians believed

about life after death

and their concept of a

burial chamber. Pupils

will learn about some

of the mythology of

ancient Egypt, their

God and Goddesses.

The Autumn Term

Discovery Week focuses on the pupils identifying where Egypt is, within the

context of the world and the continent of Africa.

The work is then extended by identifying key

features within Egypt, such as the pyramids, tombs, mountains and the

Nile – plus the capital city of ancient and modern Egypt.


 





The Spring Term

Discovery Week focuses

on the River Nile. Pupils

will learn how to use

secondary resources to label the features of a river and will learn about the link between the river

and human development such as farmland,

irrigation and

settlements.

 

 

 

 

 

The Summer Term

Discovery Week will allow pupils to draw their own imaginary maps of an ‘underworld journey’.

The maps will include features of what Egyptian mythology and should be

appropriately labelled.

Year 3: The ancient Egyptians

Knowledge, skills and understanding

Geographical enquiry and skills

1 In undertaking geographical enquiry, pupils

should be taught to:

a ask geographical questions

b observe and record

c express their own views about people, places

and environments

d communicate in different ways .

2 In developing geographical skills, pupils

should be taught to:

a use geographical vocabulary

b use fieldwork skills

c use globes, maps and plans at a range of scales

d use secondary sources of information

e make maps and plans.

Knowledge and understanding of places

3 Pupils should be taught to:

a identify and describe what places are like

b identify and describe where places are

c recognise how places have become the way

they are and how they are

changing

d recognise how places compare with other

places

e recognise how places are linked to other

places in the world .

Knowledge and understanding of

patterns and processes

4 Pupils should be taught to:

a make observations about where things are located and about other features in the

environment

b recognise changes in physical and human

features.

Knowledge and understanding of

environmental change and sustainable

development

5 Pupils should be taught to:

a recognise changes in the environment

b recognise how the environment may be

improved and sustained.

N.C History programmes of study

History

Geography

N.C Geography programmes of study

Year 4: The Tudors

Knowledge, skills and understanding

Chronological understanding

1 Pupils should be taught to:

a place events, people and changes into correct periods of time

b use dates and vocabulary relating to the passing of time, including

ancient, modern, BC, AD, century and decade.

Knowledge and understanding of events, people and

changes in the past

2 Pupils should be taught:

a about characteristic features of the periods and societies studied,

including the ideas, beliefs, attitudes and experiences of men,

women and children in the past

b about the social, cultural, religious and ethnic diversity of the

societies studied, inBritainand the wider world

c to identify and describe reasons for, and results of, historical

events, situations, and changes in the periods studied

d to describe and make links between the main events, situations

and changes within and across the different periods and societies

studied.

Historical interpretation

3 Pupils should be taught to recognise that the past is represented

and interpreted in different ways, and to give reasons for this.

Historical enquiry

4 Pupils should be taught:

a how to find out about the events, people and changes studied from

an appropriate range of sources of information, including ICTbased

sources

b to ask and answer questions, and to select and record information

relevant to the focus of the enquiry.

Organisation and communication

5 Pupils should be taught to:

a recall, select and organise historical information

b use dates and historical vocabulary to describe the periods studied

c communicate their knowledge and understanding of history in a variety of ways.

 

The Autumn Term

Discovery Week begins

by the pupils learning

how Tudor England (T.L)

emerged from the Battle

of Bosworth in 1435.

From here pupils will

place the Tudor period

within a chronological

framework, placing

significant features and

monarchs within the

Tudor Period. In addition

pupils will learn to name

important towns and

cities of T.L and how to

recognise a Tudor house.

 

The Autumn Term

Discovery Week focuses

on the pupils learning

how to use secondary

evidence including

replica surveys in order

to find out about a Tudor

town. Using the

information the pupils

will learn to build a

profile of a settlement

that can answer questions

about population, area,

employment and land use.

To then compare this

profile to the town today

and to note similarities

and differences

suggesting reasons for

the way that it has

developed.

 

Year 4: The Tudors

Knowledge, skills and understanding

Geographical enquiry and skills

1 In undertaking geographical enquiry, pupils

should be taught to:

a ask geographical questions

b collect and record evidence

c analyse evidence and draw conclusions

d identify and explain different views that

people, including themselves, hold

about topical geographical issues

e communicate in ways appropriate to the task

and audience

2 In developing geographical skills, pupils

should be taught:

a to use appropriate geographical vocabulary

b to use appropriate fieldwork techniques

and instruments

c to use atlases and globes, and maps and plans

at a range of scales

d to use secondary sources of information,

including aerial photographs

e to draw plans and maps at a range of scales

f to use ICT to help in geographical

investigations

g decision-making.

Knowledge and understanding of places

3 Pupils should be taught:

a to identify and describe what places are like

b the location of places and environments they

study and other significant

places and environments

c to describe where places are

d to explain why places are like they are variety of ways.

Knowledge and understanding of

patterns and processes

4 Pupils should be taught to:

a recognise and explain patterns made by

individual physical and human features in the

environment

b recognise some physical and human processes

and explain how these can cause changes in

places and environments.

Knowledge and understanding of

environmental change

and sustainable development

5 Pupils should be taught to:

a recognise how people can improve the

environment or damage it , and how decisions

about places and environments affect

the future quality of people’s lives

b recognise how and why people may seek to

manage environments

sustainably, and to identify opportunities for

their own involvement.

 

 

The Spring Term

Discovery Week focuses

on the Tudor Monarchy

with special reference

paid to Henry VIII and

Elizabeth 1st. Significant

events within these

monarchs reign’s such as

Henry’s six wives, the

dissolution of the

monasteries and the

Spanish Armada will be studied and  placed within a chronological 

 framework.

(Includes a trip to
Hampton Court Palace.)

The Spring Term

Discovery Week focuses

on the links Tudor

England had abroad and

pupils are taught to

locate Spain on a

map/globe and to draw a map of the Armada’s

approach, labelling the

English Channel, the

North and Irish sea and

the Atlantic.

 

The Summer Term

Discovery Week focuses

on the contrast between the rich and the poor in Tudor times. The pupils

will learn about the lives of both sets of people, including where they lived, types of food,

clothing and leisure.

 

During the Summer

Term Discovery Week

pupils will be taught to

map the world trade

routes which began to develop in Tudor

England. They will be taught to identify the types of foods and fabricswhich would have been

imported and to suggest reasons why it was necessary for England to trade.

 

 

 

N.C History programmes of study

History

Geography

N.C Geography programmes of study

Year 5: Local History

Knowledge, skills and understanding

Chronological understanding

1 Pupils should be taught to:

a place events, people and changes into

correct periods of time

b use dates and vocabulary relating to the

passing of time, including ancient, modern,

BC, AD, century and decade.

Knowledge and understanding of

events, people and changes in the

past

2 Pupils should be taught:

a about characteristic features of the

periods and societies studied, including the

ideas, beliefs, attitudes and experiences of

men, women and children in the past

b about the social, cultural, religious and ethnic diversity of the societies studied, in

Britainand the wider world

c to identify and describe reasons for,

and results of, historical events, situations, and

changes in the periods studied

d to describe and make links between the main events, situations and changes within and across the different periods and

societies studied.

Historical interpretation

3 Pupils should be taught to recognise that the past is represented and interpreted in

different ways, and to give reasons for this.

Historical enquiry

4 Pupils should be taught:

a how to find out about the events, people and changes studied from an appropriate

range of sources of information, including

ICT-based sources

b to ask and answer questions, and to select and record information relevant to the focus of the enquiry.

Organisation and communication

5 Pupils should be taught to:

a recall, select and organise historical

information

b use dates and historical vocabulary to describe the periods studied

c communicate their knowledge and

understanding of history in a variety of

ways.

 

 

The Autumn Term Discovery

Week focuses the inception of

Hatfield, how it started as a

small Saxon Village with St

Etheldreda’s church at its

centre. They then focus on

learning about the history of

Hatfield House and Palace.

 

The Autumn Term Discovery Week

focuses on the pupils learning how

to draw maps of a local area using

a bird’s eye perspective. Pupils will

first learn to do this of Hatfield as a

Saxon Village. Pupils will be taught

to introduce an informative key to

their maps denoting land use.

Year 5: Local History

Knowledge, skills and understanding

Geographical enquiry and skills

1 In undertaking geographical enquiry, pupils should be

taught to:

a ask geographical questions

b collect and record evidence

c analyse evidence and draw conclusions

d identify and explain different views that people, including

themselves, hold

about topical geographical issues

e communicate in ways appropriate to the task and audience

2 In developing geographical skills, pupils should be taught:

a to use appropriate geographical vocabulary

b to use appropriate fieldwork techniques

and instruments

c to use atlases and globes, and maps and plans at a range of

scales

d to use secondary sources of information, including aerial

photographs

e to draw plans and maps at a range of scales

f to use ICT to help in geographical investigations

g decision-making.

Knowledge and understanding of places

3 Pupils should be taught:

a to identify and describe what places are like

b the location of places and environments they study and

other significant

places and environments

c to describe where places are

d to explain why places are like they are

e to identify how and why places change and how

they may change in the future

f to describe and explain how and why places are similar to

and different from

other places in the same country and elsewhere in the world

g to recognise how places fit within a wider geographical

context and are interdependent.

Knowledge and understanding of patterns and

processes

4 Pupils should be taught to:

a recognise and explain patterns made by individual physical

and human features in the environment

b recognise some physical and human processes and explain

how these can cause changes in places and environments.

Knowledge and understanding of environmental

change

and sustainable development

5 Pupils should be taught to:

a recognise how people can improve the environment or

damage it , and how decisions about places and environments

affect the future quality of people’s lives

b recognise how and why people may seek to manage

environments sustainably, and to identify opportunities for

their own involvement.

 

The Spring Term Discovery

Week focuses on the influence

of the Victorian Period on old

Hatfield. Pupils learn about the

introduction and closure of the

brewery and how this begun the

development of modern

Hatfield.

 

The Spring Term Discovery Week

will focus on pupils consolidating

their map drawing skills from the

previous term. This term they will

be drawing maps of Old Hatfield in

Victorian times and making notes

on how it has changed.

 

The Summer Term Discovery Week focuses on Hatfield

during WWII and beyond. Pupils learn about the influence

of and the eventual closure of British Aeropsace. They will to recognise the growing developments within Hatfield such as T mobile & the Uni.,

culminating in a timeline from

Hatfield’s inception.

During the Summer Term

Discovery Week completes the

trilogy of map work with the pupils

learning to draw accurate maps of

modern Hatfield. The concept of scale will be introduced. In addition the pupils will be taught to design and carry out questionnaires about

different aspects, e.g.

environmental, leisure and traffic

within Hatfield.

 

 

N.C History programmes of study

History

Geography

N.C Geography programmes of study

Year 6: The First and Second World War

Knowledge, skills and understanding

Chronological understanding

1 Pupils should be taught to:

a place events, people and changes into correct periods of time

b use dates and vocabulary relating to the passing of time,

including ancient,

modern, BC, AD, century and decade.

Knowledge and understanding of events, people and

changes in the past

2 Pupils should be taught:

a about characteristic features of the periods and societies

studied, including the ideas, beliefs, attitudes and experiences

of men, women and children in the past

b about the social, cultural, religious and ethnic diversity of the

societies studied, inBritainand the wider world

c to identify and describe reasons for, and results of, historical

events, situations, and changes in the periods studied

d to describe and make links between the main events,

situations and changes within and across the different periods

and societies studied.

Historical interpretation

3 Pupils should be taught to recognise that the past is

represented and interpreted in different ways, and to give

reasons for this.

Historical enquiry

4 Pupils should be taught:

a how to find out about the events, people and changes studied

from an appropriate range of sources of information, including

ICT-based sources

b to ask and answer questions, and to select and record

information relevant to the focus of the enquiry.

Organisation and communication

5 Pupils should be taught to:

a recall, select and organisehistorical information

b use dates and historical vocabulary to describe the periods studied

c communicate their knowledge and understanding of history in a variety of ways.

Breadth of study

6 During the key stage, pupils should be taught the Knowledge,

skills understanding through a local history study, three

British history studies, a European history study and a world history study.

 

The Autumn Term Discovery

Week begins by identifying when these two wars

occurred, setting them within a chronological framework.

Study then focuses on WWI and looks at the significance of Remembrance Day and how this commemorates the

Battle of the Somme at Flanders fields. Pupils consider how war victims are

remembered and use the local war memorial as a starting point moving onto such topics as Amnesty and Help for Heroes.

 

The Autumn Term

Discovery Week focuses on using a world map to record which countries were involved in WWI and then comparing this

to a world map which records the involvement of countries in WWII.

Pupils should then have the opportunity to compare how the world’s countries have changed since the war, e.g. the

USSR and Germany.

 

Year 6: The First and Second World War

Knowledge, skills and understanding

Geographical enquiry and skills

1 In undertaking geographical enquiry, pupils

should be taught to:

a ask geographical questions

b collect and record evidence

c analyse evidence and draw conclusions

d identify and explain different views that

people, including themselves, hold

about topical geographical issues

e communicate in ways appropriate to the task

and audience

2 In developing geographical skills, pupils

should be taught:

a to use appropriate geographical vocabulary

b to use appropriate fieldwork techniques

and instruments

c to use atlases and globes, and maps and plans

at a range of scales

d to use secondary sources of information,

including aerial photographs

e to draw plans and maps at a range of scales

f to use ICT to help in geographical

investigations

g decision-making.

Knowledge and understanding of places

3 Pupils should be taught:

a to identify and describe what places are like

b the location of places and environments they

study and other significant

places and environments

c to describe where places are

d to explain why places are like they are

e to identify how and why places change and

how

they may change in the future

f to describe and explain how and why places

are similar to and different from

other places in the same country and elsewhere in the world

g to recognise how places fit within a wider

geographical context and are interdependent.

Knowledge and understanding of

patterns and processes

4 Pupils should be taught to:

a recognise and explain patterns made by individual physical and human features in the environment

b recognise some physical and human processes and explain how these can cause changes in

places and environments.

Knowledge and understanding of

environmental change

and sustainable development

5 Pupils should be taught to:

a recognise how people can improve the environment or damage it , and how decisions about places and environments affect

the future quality of people’s lives

b recognise how and why people may seek to manage environments

sustainably, and to identify opportunities for their own involvement.

 

 

The Spring Term Discovery

Week focuses on the

chronology of World War II, following its main events from its beginning to VE day

including the Blitz. Pupils will learn about the Anderson

shelter and about how the London underground was

used to take refuge. rationing and the bombing raids (including that of our

school), and the impact of these, e.g. the Morrison

shelter and becoming an evacuee. They shall be introduced to Anne Frank’s Diary learn about the

treatment of Jewish people during the war. If time allows

teachers can also introduce Zlata’s diary in order to draw

modern day comparisons

The Spring Term

Discovery Week focuses

on the London

Underground map – the type of map it is and how it has changed. Pupils

will be taught to identify the differences between

today’s underground and what it was like in the war

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Summer Term

Discovery Week focuses on

learning about what it was like for children in the Second World War. The pupils will learn about the effects of war

 

The Summer Term

Discovery Week will

focus on pupils being

able to map the journey of evacuees through out the U.K. They will learn to name different counties

and to find out how these

areas would be differ to London. An extension activity would be to map

the journey of the

Kindergarten train which transported Jewish children out of Holland to

England.