History Class Curriculum Plan Whole School 2021 2022
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History Class Curriculum Plan
Whole School 2021 - 2022
INTENT
Our aim is to ignite and stimulate children’s creative curiosity to develop an appreciation for the past that will help children understand who they are, and how their environment and
the world has changed over time. Our teaching will equip children with the skills to ask enquiry questions, think critically, weigh evidence, sift arguments, and develop perspective and
judgement. Children will be taught how events in the past have influenced and shaped our lives today and learn an appreciation for previous generations. In school, we will, through the
effective teaching and learning of the knowledge, skills and understanding of history, help all children develop an understanding of Britain’s past and the wider world, exploring time,
place, people and events. We will use the National Curriculum History Guidelines as the basis for our planning and we will make meaningful links with our understanding of the children
we teach.
Research Theme 1 Research Theme 2
Themes to be identified following lines of enquiry from children.
EYFS Historical Knowledge
Chronological understanding
To know that history is when we study things that have already happened.
To understand that things that have already happened are in the past.
To know that the past goes beyond yesterday or earlier today.
Range and depth of historical knowledge
To recount events in stories about the past.
To know that they were a baby in the past and how they are different now.
Historical skills
Chronological skills
To sequence events that have happened on that day, saying which happened first/last.
To discuss the order of events in simple stories.
Discuss how and why some characters look different in stories about the past.
Discuss some historical objects in stories about the past. E.g. Spinning wheel in Sleeping Beauty.
Historical enquiry
To ask simple questions about the order of events- What happened first? What happened after that?
Give instructions in chronological order for simple tasks- building blocks, making porridge for Goldilocks etc.
Following children’s interests and use images from the past to compare with the present.
Organisation and communication
Discussions - simple timeline of events in a story.
To explain how they are different now from when they were a baby and discuss how they have changed.Key vocabulary - Before, after, past, history, then, now, after that, yesterday, today, tomorrow, first, when, change/changed
Sticky Sticky Knowledge
Knowledge – ● History is about things that have already happened.
EYFS ● Yesterday is the day before today.
● We were babies in the past.
● Our parents were born before us.
● Tomorrow is the day after today.Retrieval Retrieval
Year 1 • Historical language – before, after, yesterday, today. • Build on knowledge of Victorian holidays from previous history
• Understanding that the past is what came before them. theme.
• • Build on previous experience of talking with elderly about their
experiences.
• Build on knowledge of the UK – Geography theme
Knowledge Old & New – Toys, Houses and Holidays Queen Elizabeth V Queen Victoria
and Skills Main line of enquiry- How has technology changed toys, houses and Main line of enquiry – How did each of the Queens change and
holidays over time? impact the UK?
Focus on how things have changed from the past and the effect this Focus on how decisions made impacted the UK throughout history.
has had on toys, houses and holidays. Debate: Who was the better queen?
Debate: Would you rather have toys in the past or toys from now? Historical Knowledge
Historical Knowledge ● To understand that the Royal Family make up the Monarchy.
● To know that history is when we study what has happened in the past by looking ● To know that there is a history of Monarchs and the Monarchy.
at particular events and people. ● To know who the Royal Family are currently - Queen Elizabeth (current
● To look at the history of toys and understand how toys have changed over time. Monarch), Prince Charles and Prince William.
● To understand that some modern toys uses electricity. ● To know that they reign over the United Kingdom.
● To know that there was no electricity in the past. ● To understand what a reign is.
● To understand how houses have changed over time – links with science materials. ● To understand how the monarchy has changed over time – order images of
Children can look at Tudor houses in Chester. Queen Elizabeth I, Queen Victoria and Queen Elizabeth II.
● To understand that holidays have changed over time – Seaside holidays in the ● To know that a timeline is a way of showing things that have happened in
Victorian era. Look at the changing rooms at the seaside and what they were order, over a certain length of time.
used for and if they are used now. ● To learn about the life of Queen Victoria including her reign, family and the
● To use artefacts to understand that some objects came from the past. running of the Empire.
● To be able to give simple reasons for objects belonging to the past or present. ● To learn about the life of Queen Elizabeth including her reign, family and the
● To understand that other people will have different timelines – Is your younger running of the Empire. (Tudor Times)
sister’s timeline longer or shorter than yours? Is your nan’s timeline longer or ● Compare the lives of Queen Victoria and Queen Elizabeth I and what they did
for the United Kingdom.
shorter?
● To know how the Monarchy has changed over time – for example, their ability
Historical Skills to make decisions that impact day to day life compared to previous monarchs.
● To be able to group toys/houses/holidays depending on whether they are from
Historical Skills
the past or present.
● To be able to categorise images from the past and present. Use of photographs
● To be able to explain why a particular mode of toys/houses/holidays is from a
and paintings to build a discussion of the past and present.
particular time period. I.e. a seaside holiday was more popular in older times as
● To order images of their own life (so far), giving simple reasons for the
people couldn’t travel far very easily, House is older because it is made from
placement of images.
wood.
● To create a simple timeline of a Queen that has been studied.● To use artefacts to understand that some objects come from the past and ● To create a family tree to show who is in a family.
question this understanding.
Link with Home for the Elderly – Ask other people about
toys/houses/holidays they used to use and discuss the differences.
Key Vocabulary –then, now, past, same, different, change, changed, timeline, time, Key Vocabulary – Monarchy, Monarch, Queen, King, Prince, reign, timeline, events,
technology, electricity, transport, vehicle, artefact, houses change, family tree
Sticky Sticky Knowledge Sticky Knowledge
Knowledge ● History is when we study what has happened in the past by looking at particular ● The crown is a symbol of Royalty.
events and people. ● The Royal Family make up a Monarchy · Prince Philip is the Queen’s husband,
● Toys from the past did not use electricity. Prince Charles is one of the Queen’s children, Prince William is one of the
● Electricity began to be used during the 1800s. Queen’s Grandchildren and Princess Charlotte is one of the Queen’s Great
● A timeline is a way of showing events that have happened in time order. Grandchildren.
● Toys/houses/holidays have changed as technology has improved. ● Queen Elizabeth lives in Buckingham Palace.
● An artefact is an object from the past. ● Three Queens of England are Queen Elizabeth I, Queen Victoria, Queen
Elizabeth II (current Queen)
Character Expression – How creativity and curiosity helped to build and change toys, houses Responsibility – Look at the responsibility each Queen felt she had to her country
and Values and holidays over time. and why she would have felt this. Queen Elizabeth I refusing to marry despite
Resilience – How toys, houses and holidays have needed to adapt over time to constant pressures.
support changes in the weather, technology and demand. Chivalry – Looking at the victories of the Victorian empire and how they have
shaped the UK.
Resilience – Determination from Queens to rule on their own despite pressures to
let others make decisions for them.Retrieval Retrieval
Year • Understanding of houses in the past and materials that they were • Recall information about Queen Victoria and her life.
• Knowledge of the UK and its location in relation to the world.
2 made from to be able to explain why the fire was so widespread.
• Discuss that History talks about the past and this goes beyond our • British Empire – continents knowledge.
own lifetimes.
• Geographical learning- London is the capital of England- location on
map in relation to where we live.
• Timeline knowledge.
• Monarchy- who was the king at the time? Similarities/differences with
the Victorian/Elizabethan era/monarchy studied previously.
• To understand why and compare how London looks different now.
Knowledge Lessons learned from the past – The Great Fire of London – 1666 Lessons learned in the past- Schools in the Victorian Era
and Skills Main line of enquiry- What did we learn from The Great Fire of Main line of enquiry- How has school changed since the Victorian
London? Era?
Focus on lessons learned as a result of the fire and the changes Focus on how schooling has changed since the Victorian Era and the
made as a result as well as general learning within. reasons for this change.
Debate: Should King Charles Have Fled London? Debate: Should we use the cane in school?
Historical Knowledge Historical Knowledge
• To know that the Great Fire of London was a significant event that happened a • To know that time can be grouped into chunks and this helps to break up and
long time ago in history when a Great Fire broke out in London. understand different points in time.
• To know what makes a significant event. • To understand that an era is an amount of time that relates to the rule of a
• To understand that a significant event can happen over a number of days. particular person.
• To know the key events of the Great Fire of London, its cause (where it started- • To understand why certain chunks of time are important to learn from.
Pudding Lane) and why it spread so quickly and burned for so long- what has • To understand what the Victorians did for us and why they are an important era
changed as a result? Housing/emergency services. To understand that no one to study – British Empire stretched out over continents, railways were built as a
acted at first to put the fire out when it was little and why this happened. means to move goods making it easier for trade within the country and factories
(Causation and effect.) were built to develop industry.
• To learn and recall significant dates for The Great Fire of London such as 2nd • To know it only became compulsory for children aged 5 – 10 to go to school
September 1666 – When the fire started. from 1880.
• To know that the monarch of the time was King Charles II and that he fled • To know that children would write on slate which would just be wiped clean
London during the fire- what did people think of this? when it was full – This is where the saying “A clean slate” comes from.
• To know that Samuel Pepys diary is an account of what happened. • To understand how day to day school life was different in the Victorian Era – use
• To know that an account can be used as a source of information about of the cane, some children didn’t go to school because they couldn’t afford it etc.
historical events. • To compare a Victorian School day to that of a school day now.• To understand that chronology is a word used in history to explain that Historical Skills
something is going in time order. • To compare their own timeline and that of others, in relation to The Victorians
• To understand that emergency services such as the fire service were created building on knowledge of previous eras studied.
after this event and this is another reason that The Great Fire of London is a • To be able to use a range of sources to decide what life would have been like in
significant event – links with DT creating a Fire Engine. the Victorian Era focussing on school – photographs, accounts from the era,
videos.
Historical Skills • To be able to present findings from enquiry in a range of ways – use of pic
• To compare their own timeline and that of others, in relation to The Great Fire collage, create an ebook, build up timelines – links to computing.
of London.
• To create a timeline of events during the day of 2 nd September 1666 and in the
days that followed.
• To create a timeline of events of The Great Fire of London.
• To use Samuel Pepys account of events to help us understand, question and
build the timeline of events and what it would have been like for people living
at the time.
• To compare other accounts of events during the Great Fire of London, looking
at different viewpoints – the Kings view point/the baker’s point of view.
Different viewpoints of the King at the time.
Use https://www.museumoflondon.org.uk/application/files/6514/5511/5493/what-
happened-great-fire-london.pdf for reference.
Key Vocabulary – disaster, London, past, present, timeline, chronology(time order), Key Vocabulary – Victorian, era, school, education, slate, work house, drills, industry,
monarchy, account, Houses of Parliament, fire, hot, burning, embers, flames, industrial
charred, smoke, fear, disaster, ruined.
Sticky Sticky Knowledge Sticky Knowledge
Knowledge ● The Great Fire of London was a significant event in history because it was a big ● Time can be grouped into chunks and this helps to break up and understand
disaster that made us change the way we do things. different points in time.
● Chronology is a word used in history to explain that something is going in time ● Not all children were able to get an education as they could not afford it.
order. ● Victorian schools focussed on teaching the 3R’s (reading, writing and arithmetic)
● A significant event in history is an event that changed how people lived their ● It is called the Victorian Era because of the Queen of the time being called
lives. Victoria.
● Dates of the fire and where it originated.
● The fire spread so easily because houses were built closely together and were
made of flammable material.
● The fire brigade was created to stop future fire from being so uncontrollable.Character Resilience - Learning from our mistakes and the changes that can be made as a Respect and Tolerance – Understand what the Victorian did for us and why their
and Values result of this. contribution to school life was so important to how school is run in modern times.
Responsibility - The importance of taking action in an emergency- examples of Have empathy for those who were not privileged enough to go to school and had to
this. E.g. child who rang emergency services when her mum had collapsed. work.
Confidence and conduct for public speaking- presentation following line of enquiry. Responsibility – Not all children had the right to go to school and so we should
Respect and Tolerance - Appreciation for the fire and emergency services- ensure it is our responsibility to make the most of our education.
thankyou NHS and emergency services. Taking action- talk from fire service to Expression – Able to articulate ideas surrounding the Victorian Era and its
develop knowledge of fire safety. importance in History.
Empathy and strength vs fear and flight in the face of challenge.
Expression - Build curiosity/interest for the subject through the retelling of events
and opportunity to discuss and raise questions.Retrieval Retrieval
Year 3 ● Understand that time can be split into chunks – era, periods of times ● Geographical knowledge of Europe – location of Greece.
and 4 etc
● Links to science – rocks? Check science curriculum
● Knowledge of times before them – Stone Age/Iron Age.
● Iron Age was happening around the same as Ancient Greece Era.
● Recall of events The Great Fire of London/Gunpowder Plot.
● Building upon timeline knowledge
Knowledge Scavengers and Settlers The Olympics and Ancient Greece
and Skills Stone Age (10,000BC) to Iron Age (800BC – 43AD) Ancient Greece – 750BC – 146BC
Main line of enquiry- How did life change for people from the Main line of enquiry- Why are The Greeks considered an important
Stone Age to the Iron Age? civilisation?
Focus on how settlements changed over time and how life evolved Focus on how The Greeks changed the meaning of the word
and developed for people ‘governance’ and how this impacted life during these times.
Debate: It is better to move around and hunt than settle in one Debate: Men should be the only ones allowed to vote like in Ancient
place? Greek times.
Historical Knowledge Historical Knowledge
● To understand that history can be split into decades and centuries – a decade ● Know about the main events, dates and characteristics of the past societies they
represents the passing of ten years and a century represents the passing of 100 have studied
years. ● Understand how historians gathered information about Ancient Greece and how
● Know about the main events, dates and characteristics of the past societies they we know what life was like
have studied - These are used to help people discuss when something happened ● Know how and explain why Ancient Greece was considered to be ahead of other
– refer back to Year 2 The Gunpowder plot/The Great Fire of London happened civilisations of the time.
in the 17th century. ● To understand that enquiry is when we ask questions about the past.
● Know about the lives of people in those periods ● Recognise the roles of men and women, e.g. schooling etc
● Know about the main similarities and differences between the past societies they ● Understand the term ‘governance’ and how Ancient Greece impacted this
have studied Historical Skills
● Be able to give some reasons for particular events and changes ● To use a range of sources to compare Ancient Greece to the Iron Age.
● Be able to gather information from simple sources ● To identify and discuss the differences in Bronze/Iron Age settlements compared
● Be able to use their knowledge and understanding to answer simple questions to Ancient Greek settlements.
about the past and about changes ● To compare what life must have been like in the Ancient Greek times to present
● Understand that the past can be considered in terms of different time periods day Greece.
Understand that the past has been recorded in a variety of different ways ● Use sources to draw a range of questions i.e Why did they create the Olympics
● To know how Iron Age people created hillforts and houses – links to DT Games?Historical Skills ● Discuss why the Olympic games came to end during Ancient Greek times and
● To be able to order significant events that have happened within the Iron Age. how people in power put a stop to the games.
● To be able to compare the Stone Age/Iron Age time to that of life in the 16 th ● Be able to gather information from simple sources
century – looking at what is the same and what is different. ● Be able to use their knowledge and understanding to answer simple questions
● To able to present information on a given topic using a variety of sources – link about the past and about changes
with computing curriculum.
Key Vocabulary – century, era, decade, period, hunting, wattle and daub, round Key Vocabulary – civilisation, deities, Olympians, currency, democracy, Archaic,
house, hill forts, clan, Celts, rotatory quern, metal classical, Hellenistic, Ancient, enquiry, governance, democracy
Sticky Sticky Knowledge Sticky Knowledge
Knowledge ● Recognise the difference between primary and secondary sources of information ● Why and how the Olympics began and why they were significant in Ancient
● Know that there are two types of physical evidence (fossils and artefacts) that Greece.
help us understand the past ● Recognise famous Ancient Greeks and explain why they were significant
● BC means ‘Before Christ’ and years start off higher and count down towards 0. ● Identify that the period of Ancient Greece is after the Iron Age
● Know about ‘Lucy’, the first discovered ‘human’ and why she is an important ● Know different myths and legends believed by the Ancient Greeks
part of our history. ● Recognise the Gods and Goddesses worshipped by the Greeks and what each
● Make comparisons between themselves and Lucy God and Goddess were responsible for
● Identify the tools and weapons used in the Bronze Age and Iron Age and ● Compare the women in two different areas of Ancient Greece (Sparta and Athens)
explain why they think this period is called ‘The Iron Age’. Discuss the ● Understand the differences in each state system and why there were conflicts
differences and effectiveness of weapons from each period. ● Compare governance in Greece to that in Rome
● Understand why people lived in hill forts to keep safe from attacks.
● Understand why and how humans began to settle and discuss benefits and
disadvantages to this
Character Resilience – How people changed over time and became resilient and adaptable to Respect and Tolerance – respect that people had for the gods and goddesses and
and Values changes around them. the power that Ancient Greeks believed that they had.
Look at differences between themselves and Lucy and why these changes needed to Responsibility – It was important to follow rules and structure within a civilisation
happen to live in modern day to keep order and peace.
Chivalry – People of the time will have worked at a team to run the village Chivalry – the importance of The Olympics and how athletes promote being gracious
Responsibility – People will have had roles and responsibility within the village. in defeat and take pride in winning. How athletes also work in teams and are proud
Hunters/farmers to represent their country. This is what the Ancient Greeks introduced for soldiers to
Expression – People of the time must have had the curiosity to change the way feel pride.
they were living and enquire about how to change this.Retrieval Retrieval
Year ● Know that the Iron Age ended once the Romans had invaded and ● Geography of Europe and know where Norway/Sweden are.
conquered Britain. ● Knowledge of the Roman Empire and drawing back on this to see how
4/5 ● Understanding BC and its meaning. it influenced and impacted Anglo-Saxon life.
Knowledge The Bold – Romans The Brave
and Skills Main line of enquiry- What did the Romans bring to Britain? Vikings (800AD – 1066AD) v Anglo Saxons (450AD – 1066AD)
Focus on how the Romans and Celts had different viewpoints and Main line of enquiry – How did life change in Britain up to 1066?
what impact this left on Britain. Focus on lessons the struggle for power between the Vikings and
Debate: Were the Romans right to invade? Anglo-Saxons and why one was ultimately successful.
Historical Knowledge Debate: Were the Vikings raids the right thing to do?
● Know that the study of history is concerned with the past in relation to the Historical Knowledge
present ● To know what life was like as a Viking and where the Vikings came from – links
● Understand how some aspects of the past have been represented and with Geography.
interpreted in different ways ● To know what life was like for an Anglo-Saxon.
● Understand that historical sources can be different from and contradict one ● Identify how the Vikings came to power and how the Romans influenced this
another and that they reflect their context of time, place and viewpoint ● To understand why the Vikings were so successful against the Saxons initially
● To know that the Roman era was from 27B and lasted over a thousand years. ● Recognise who was responsible for the decline of the Viking reign and became the
● To be able to explain why the Romans and Celts had different views – first Anglo -Saxon King of England
Cartimandua (Celts), Julius Caesar (Romans). ● To know what happened in the Battle of Brunaburh (937AD) and its importance
● To know about Julius Caesar’s first failed attempt to invade Britain in 55BC in the Anglo-Saxon and Viking struggle for power.
and the part the Celts played in this. Discuss different viewpoints and why this ● Identify what ‘Viking’ means and why ‘Anglo Saxon’ referred to this group of
happened. people
● To know about the conquest of Britain by the Romans in 43AD. ● Know why Vikings needed to leave their home countries and settle in Britain
Historical Skills
● Be able to enquire into historical issues and their effects on people's lives Historical Skills
● Be able to find out about aspects of the past from a range of sources
● To create a timeline of previous time periods studied and add on the Anglo –
● Be able to describe and identify reasons for and results of historical events,
Saxon and Viking periods.
situations, and changes in the periods they have studied
● To create a timeline of Athelstan’s life.
● Be able to describe and make links between the main events, situations and
changes both within and across periods http://www.bbc.co.uk/history/historic_figures/athelstan.shtml● Be able to describe how the history of one country affects that of another ● To create a timeline of the Viking raids and invasion.
● Be able to ask and answer questions about the past http://www.primaryhomeworkhelp.co.uk/viking/timeline.html
● Be able to select and record information relevant to an historical topic ● To use a variety of sources to inform questions which demonstrate a curiosity into
● Be able to place the events, people and changes in the periods they have particular events. E.g. horned helmets – it is a myth that Vikings wore these
studied into a chronological framework helmets but many sources show Vikings wearing these. Why is this?
● Be able to use dates and terms relating to the passing of time
● Be able to communicate their knowledge and understanding of history in a
variety of ways, making appropriate use of dates and historical terms
Key Vocabulary – AD, BC, century, decade, emperor, army, legions, Latin, invaded, Key Vocabulary – Northumbria, Mercia, Wessex, Kent and East Anglia, longboats,
Celts, Roman, Julius Caesar, Hadrian, Claudius, Viking, Anglo Saxon, raid
Sticky Sticky Knowledge Sticky Knowledge
Knowledge ● Understand the ‘Republic’ system and how Rome was governed ● Where the Vikings came from and why
● Understand the term ‘dictatorship’ and give their opinions on this and reasons ● Why the Anglo Saxons were so easily overthrown initially?
why ● Know about Guthrum and his lead of the Vikings and change in religion and why
● Understand the hierarchy of Ancient Rome ● Alfred the Great’s reign on England and what he achieved during this period.
● Identify why the Romans were so successful and one of the most powerful ● Edward the Confessor became King of England in 1042 ·
● The Saxons regained power until 1066/Battle of Hastings
armies in the world at that time
● Athelstan was the first Anglo-Saxon King to rule over Britain.
● Identify how the Roman invasion on Britain further impacted trade and what
the Romans left behind
● Identify how the Romans impacted transport and trade in Britain
● Identify why the Roman Empire deteriorated
Character Chivalry – Rome had a successful army. It was so successful because of their Chivalry – Anglo Saxons had many different kingdoms that were united by the first
and Values teamwork, cooperation and trust in each other and the way in which they were King of all England – Athelstan.
trained. Respect and Tolerance – Did the Vikings believe that they were doing the right
Respect and Tolerance – Did the Romans believe that they were doing the right thing for other countries they invaded. Why did they want to invade Britain.
thing for other countries they invaded. Why did they want to extend their empire? Resilience – The Anglo Saxons learnt from their mistakes and were able to
Resilience – The Romans learnt from their mistakes and were able to come back overthrow the Vikings.
again to invade Britain.Retrieval Retrieval
Year • Recall events studied from Anglo-Saxon, Tudor and Victorian • Build on knowledge from Geography to find the location of the
5/6 times.
• Building on timeline knowledge.
countries involved in the war.
• Links with Geography and evaluate how Runcorn has changed over
the years.
Crime and Punishment World War 2 – 1939AD – 1945AD
Main line of enquiry- How and why did punishments change over Main line of enquiry- What did we learn from World War 2?
Knowledge time? Focus on how this war shaped the world that we live in today and the
and Skills Focus on why punishments needed to change to fit crimes as they lasting impact this has had on us as a country.
evolved over time. Debate: Is war a good thing?
Debate: Do all punishments suit the crime? Historical Knowledge
Historical Knowledge • To know when WW2 started and ended.
● To know how the Anglo Saxons dealt with crime and punishment. • To be able to put significant events of WW2 on a timeline e.g Germany invading
● To know how the Tudors dealt with crime and punishment. Poland, Winston Churchill becoming Prime Minister, D-Day, Germany surrender,
● To know how Victorians dealt with crime and punishment. The Blitz.
● To know how crime and punishment is dealt with in the modern day – British • To be able to make links to geographical locations e.g find Germany, Poland,
Values links. Japan, Italy, America and France on a map and use the locations to help determine
● To discuss how punishment for crimes have changed over time and compare whether they would be part of the Axis or the Allies.
• To understand what happened after the war and the effect this left on our local
time periods and their laws/traditions.
area - links with rationing and DT
● To be able to put significant events of crime and punishment on a timeline –
• To name significant people relating to the war and their impact of the war i.e
signing of the Magna Carta meaning that no free man could be punished
Winston Churchill, Adolf Hitler, Neville Chamberlain, Thomas Alfred Jones (local
without a trail 1215AD, The Treason Act was passed which defined high hero) etc http://www.primaryhomeworkhelp.co.uk/war/leaders.html
treason and petty treason in law 1351AD, The Transportation Act enabled • To understand the role of woman within WW2/war effort and its importance.
prisoners to be transported to America/Australia 1718AD, abolition of capital
punishment for murder in the UK 1969 etc. Historical Skills
● To look at how police stations/prisons have changed over time – links with • To create an accurate timeline of events studied within WW2 – being able to
Art identify key dates i.e 1st September 1939 – Hitler’s invasion of Poland.
• Discuss similarities and differences between a time period studied and the times of
Historical Skills WW2. What was life like for people? Can you make any connections with other
● To create a timeline of significant events of crime and punishments on a time periods? Vikings invading Britain. Can you find trends with invasions?
timeline. • To use sources within lessons and decide if the source is reliable/factual to the time.
● To use sources within lessons and decide if the source is reliable/factual to the Use German propaganda to support biased views. Would you use this as an
time. accurate source of factual information?
● To use sources to draw conclusions about the time periods.● To discuss punishments and their fairness. • To use sources to draw conclusions about the time periods – power of women
● To decide on an area of interest within crime and punishment and research within the war – what does this tell you about life in Britain whilst the war was
this independently and prepare a presentation to present your findings. happening.
• To decide on an area of interest within the war and research this independently
and prepare a presentation to present your findings.
• To use local sources and information to decide what life was like in Runcorn during
the War. http://www.runcornhistsoc.org.uk/
Key Vocabulary - abolishment, crime, punishment, capital punishment, treason, Key Vocabulary – war, Allies, Axis, Blitz, D-Day, surrender, rationing,
transportation, stocks, Magna Carta,
Sticky Sticky Knowledge Sticky Knowledge
Knowledge ● 1829 Sir Robert Peel founded the Metropolitan Police Force and this was • Know that World War 2 began in 1939 when Germany invade Poland. Two days
during Victorian times. later, Britain and France declared war on Germany.
● 1597 Poor Laws was passed by Queen Elizabeth I in Tudor times and tried to • World War 2 ended on 7th May, 1945. VE Day is celebrated on 8th May every
distinguish between deserving poor people and undeserving poor people. year as the day of victory.
● Ability to discuss crime and punishment in Anglo-Saxon, Tudor, Victorian and • Great Britain, France and later the United States made up the Allied powers;
modern day times. Germany, Italy and Japan where the Axis powers.
● The Magna Carta was signed by King John. • Woman were called up to work for the War Effort from March 1941 to keep the
● Capital punishment was used previously and now we use prisons. country running whilst so many men were away at war.
● The Tower of London was used as a prison for many people who posed a • Know what The Women’s Land Army was.
• Understand the impact that rationing had on the country and why it was
serious threat to national security. It held famous prisoners such as Queen
important to the success of the war effort.
Elizabeth I, Guy Fawkes and Anne Boleyn (mother of Queen Elizabeth I)
• Understand the impact of The Blitz on Runcorn and the link with evacuated
children.
Character Responsibility – We have a moral responsibility to uphold the law and should Responsibility – Everyone had a role and responsibility to play within the war effort
and Values always do our utmost to respect this law. Build relations with the Police force and and everyone took this part very seriously. The Blackout was only so successful because
understand that they have a responsibility to uphold the law. all people understood their role to play and took that responsibility very seriously. Link
Respect and Tolerance – Importance of following laws and why they are put in the idea of COVID and how everyone had to play a part to keep everyone else safe.
into place. Link to British Values and Rule of Law. It is a National Effort.
Empathy for victims of crimes and why is it important for those people to see Chivalry – Understand that whilst people did celebrate their victories, there were also
consequences for the actions of others. huge losses for so many people that they found it difficult to be happy with the success
of the war.
Respect and Tolerance – Think about how the men had many moral dilemmas and
were not happy with decisions that they made during the war and what effect this left
on them.
Resilience – War strategy took lots of resilience as well as the war effort at home.
Many women were trying to complete jobs they had no training in and had to be
resilient to this so that they could support with the war effort.Timeline progression Year 1 – images used within the timeline Year 2 – images with years and dates Year 3 – years and dates Year 4 – Years and dates with some explanation of events. Year 5 – Years and dates with detailed explanation of events. Year 6 – All of the above along with an accurate measured timeline showing equal distances between points on the timeline.
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