Time and Place
The Humanities:
N.C History programmes of study
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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.
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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’)
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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.
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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
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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.
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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.
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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.
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N.C History programmes of study |
History |
Geography |
N.C Geography programmes of study
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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.
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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.
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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.
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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.
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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 |
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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
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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.
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