The John Ball Curriculum History and Geography (Humanities) London and beyond Community Communication Adventure and exploration Innovative ...
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John Ball Curriculum
2020/2021
The John Ball Curriculum
History and Geography (Humanities)
London and beyond
Community
History and Geography
Curriculum Drivers
Communication
Adventure and exploration
Innovative thinking
PossibilityJohn Ball Curriculum 2020/2021 A vision for Humanities at John Ball School The importance of Humanities subjects is that they can teach us about how different people across varying cultures and societies, in different places, across vast stretches of time relate to each other and impact the world and society we live in today. At John Ball we offer a Humanities curriculum which inspires children to be more curious about the world and its people, both past and present. Through our curriculum, our pupils have a means by which to apply their own direct experiences of the world and develop and extend it within a historical, local, national and global context. Pupils will develop a broad and comprehensive knowledge of Britain’s past early on in their education, and over time build on this as well their understanding of significant locations and events in world history. As well as a historical understanding, at John Ball we draw from our rich locality as a source of learning based on first-hand experience and we place children’s learning in a personal context. The chronology of the curriculum is designed to be reflective and responsive to the development of children’s ever expanding world view as well as their growing capacity to understand more complex concepts rooted in history, such as democracy and ancient Greece. Our Humanities curriculum is designed to allow children to be critical thinkers with the skills to seek relevant information across all topics. It is by developing these critical reasoning skills, the ability to ask important questions, weigh up information and form well-rounded perspectives/judgements that we aim to contribute to the growth of young, accountable world citizens. Our Humanities subject leader is Ayse Barut and she can be contacted on abarut3.209@lgflmail.org
John Ball Curriculum
2020/2021
OVERVIEW Key Stage 1 Lower KS2 Upper KS2
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Black history month
The lives of significant individuals in the past who have contributed to national and international achievements.
Black History of Britain Timeline
Autumn 1
Muhammed Ali Mary Seacole Rosa Parks Nelson Mandela The abolition of slavery
Black History Month Martin Luther King – I
Sporting Achievements have a dream Geography –
Windrush 1948 - A
My Local Area Let’s go to the Arctic The UK Ancient Rome Enough for Everyone Journey
Autumn 2 (To start in Autumn 1
after Mary Seacole)
Toys Past and Present Great Fire of London Stone Age to the Iron Our European Vikings and Anglo- Features of Physical
Age Neighbours Saxons Geography
Spring 1
History/Geography: Let’s Explore London Extreme Earth Water What’s China Like? The Mayans
The UK: Kings, Queens
Spring 2 and Leaders
Around the World Travel and Transport Ancient Egypt Early Islamic The Amazing
Civilisation Americas
Summer 1
Ancient Greece
Let’s go to the Jungle Seas and Coasts The World Yosemite National Park Medicine and Disease
Summer 2John Ball Curriculum
2020/2021
SKILLS Key Stage 1 Lower KS2 Upper KS2
History
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Chronological Sequence events in their life Place the time studied on a time line Know and sequence key events of time studied
understanding Sequence 3 or 4 artefacts Use dates and terms related to the study Use relevant terms and period labels
from distinctly different periods unit and passing of time Make comparisons between different times in the past
of time Sequence several events or artefacts Place current study on time line in relation to other
Match objects to people of Place events from period studied on time studies
different ages line Use relevant dates and terms
Sequence photographs etc. Use terms related to the period and Sequence up to 10 events on a time line
from different periods of begin to date events
their life Understand more complex terms eg
Describe memories of key BC/AD
events in lives
Range and Recognise the difference Find out about every day lives of people in Study different aspects of different people -
depth of between past and time studied differences between men and women
historical present in their own Compare with our life today Examine causes and results of great events and the
knowledge and others’ lives Identify reasons for and results of people's impact on people
They know and recount actions Compare life in early and late 'times' studied
episodes from stories Understand why people may have wanted Compare an aspect of lie with the same aspect in
about the past to do something another period
Recognise why people did Use evidence to reconstruct life in time Find out about beliefs, behaviour and characteristics of
things, why events studied people, recognising that not everyone shares the
happened and what Identify key features and events of time same views and feelings
happened as a result studied Compare beliefs and behaviour with another time
Identify differences between Look for links and effects in time studied studied
ways of life at different Offer a reasonable explanation for some Write another explanation of a past event in terms of
times events cause and effect using evidence to support and
illustrate their explanation
Know key dates, characters and events of time studied
Interpretations Use stories to encourage Identify and give reasons for different Compare accounts of events from different sources
of history children to distinguish ways in which the past is represented – fact or fiction
between fact and fiction Distinguish between different sources Offer some reasons for different versions of events
Compare adults talking about – compare different versions of the Link sources and work out how conclusions were
the past – how reliable are same story arrived at
their memories? Look at representations of the period – Consider ways of checking the accuracy of
Compare 2 versions of a museum, cartoons etc interpretations – fact or fiction and opinion
past event Look at the evidence available Be aware that different evidence will lead to
Compare pictures or Begin to evaluate the usefulness of different conclusions
photographs of people or different sources Confidently use the library and internet for research
events in the past Use text books and historical knowledgeJohn Ball Curriculum
2020/2021
Discuss reliability of photos/
accounts/stories
Historical Find answers to simple Use a range of sources to find out Begin to identify primary and secondary sources
enquiry questions about the past about a period Use evidence to build up a picture of a past
from sources of information Observe small details – artefacts, pictures event
e.g. artefacts, Select and record information relevant Select relevant sections of information
Use a source – observe or to the study Use the library and internet for research with
handle sources to answer Begin to use the library and internet for increasing confidence
questions about the past on research Recognise primary and secondary sources
the basis of simple Use evidence to build up a picture of Use a range of sources to find out about an aspect of
observations. a past event time past
Choose relevant material to present a Suggest omissions and the means of finding out
picture of one aspect of life in time Bring knowledge gathered from several sources
past together in a fluent account
Ask a variety of questions
Use the library and internet for research
Organisation and Communicate their In my written work, I try to: My written answers are well rounded with:
communication knowledge through: organise my answers well well organised with clear conclusions
Discussion…. state my conclusions supported by evidence (from my sources) and
Drawing pictures - labelling give reasons for my ideas reasons
Drama/role play.. -use some dates and historical terms make good use of dates and historical terms
Making models….. I can select, organise and use relevant information to
Writing. produce structured work, making appropriate use of
Using ICT… dates and terms
EYFS Pre-Requisite Skills for History
People and • To show interest in the lives of people who are familiar to them.
Communities • To remember and talk about significant events in their own experiences.
• To recognise and describe special times or events for family or friends.
• To show interest in different occupations and ways of life.
• To know some of the things that make them unique, and to talk about some of the similarities and differences in relation to
friends or family
• To talk about past and present events in their own lives and in the lives of family members.
• To know about similarities and differences between themselves and others, and among families, communities and traditions.John Ball Curriculum
2020/2021
The World • To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.
• To talk about some of the things they have observed, such as plants, animals, natural and found objects.
• To talk about why things happen and how things work.
• To develop an understanding of growth, decay and changes over time.
• To look closely at similarities, differences, patterns and change.
• To know about similarities and differences in relation to places, objects, materials and living things. To talk about the features of
their own immediate environment and how environments might vary from one another.
SKILLS Key Stage 1 Lower KS2 Upper KS2
Geography
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Geographical Teacher led enquiries, to ask Begin to ask/initiate geographical Begin to suggest questions for investigating
enquiry and respond to simple questions. Begin to use primary and secondary sources of
closed questions. Use NF books, stories, atlases, evidence in their investigations.
Use information pictures/photos and internet as sources Investigate places with more emphasis on the larger
books/pictures as sources of of information. scale; contrasting and distant places
information. Investigate places and themes at more Collect and record evidence unaided
Investigate their than one scale Analyse evidence and draw conclusions e.g. compare
surroundings Begin to collect and record evidence historical maps of varying scales e.g. temperature of
Make observations about Analyse evidence and begin to draw various locations - influence on people/everyday life
where things are e.g. within conclusions e.g. make comparisons Suggest questions for investigating
school or local area. between two locations using photos/ Use primary and secondary sources of evidence in
Children encouraged to ask pictures, temperatures in different their investigations.
simple geographical locations. Investigate places with more emphasis on the larger
questions; Where is it? Ask and respond to questions and offer scale; contrasting and distant places
What's it like? their own ideas. Collect and record evidence unaided
Use NF books, stories, Extend to satellite images, aerial Analyse evidence and draw conclusions e.g. from
maps, pictures/photos and photographs field work data on land use comparing land
internet as sources of Investigate places and themes at more use/temperature, look at patterns and explain reasons
information. than one scale behind it
Investigate their Collect and record evidence with some
surroundings aid
Make appropriate Analyse evidence and draw conclusions
observations about why e.g. make comparisons between
things happen. locations photos/pictures/ maps
Make simple comparisons
between features of differentJohn Ball Curriculum
2020/2021
places.
Direction/Location Follow directions (Up, down, Use 4 compass points to follow/give Use 8 compass points;
left/right, directions: Begin to use 4 figure co-ordinates to locate features
forwards/backwards) Use letter/no. co-ordinates to locate on a map.
Follow directions (as yr 1 features on a map. Use 8 compass points confidently and accurately;
and inc’. NSEW) Use 4 compass points well: Use 4 figure co-ordinates confidently to locate
Begin to use 8 compass points; features on a map.
Use letter/no. co-ordinates to locate Begin to use 6 figure grid refs; use latitude and
features on a map confidently. longitude on atlas maps.
Drawing maps Draw picture maps of Try to make a map of a short route Begin to draw a variety of thematic maps based on
imaginary places and from experienced, with features in correct their own data.
stories. order; Begin to draw plans of increasing complexity.
Draw a map of a real or Try to make a simple scale drawing.
imaginary place. (e.g. add Make a map of a short route
detail to a sketch map from experienced, with features in correct
aerial photograph) order;
Make a simple scale drawing.
Representation Use own symbols on Know why a key is needed. Draw a sketch map using symbols and a key;
imaginary map. Use standard symbols. Use/recognise OS map symbols.
Begin to understand the Use atlas symbols
need for a key. Begin to recognise symbols on an OS
Use class agreed symbols to map.
make a simple key.
Using maps Use a simple picture map to Locate places on larger scale maps e.g. Follow a short route on an OS map. Describe
move around the school; map of Europe. Follow a route on a map features shown on OS map.
Recognise that it is about a with some accuracy. (e.g. whilst Locate places on a world map.
place. orienteering) Use atlases to find out about other features of places.
Follow a route on a map. (e.g. mountain regions, weather patterns)
Use a plan view.
Use an infant atlas to locate
places.John Ball Curriculum
2020/2021
Scale/Distance Use relative vocabulary (e.g. Begin to match boundaries (E.g. find Measure straight line distance on a plan.
bigger/smaller, like/dislike) same boundary of a country on different Find/recognise places on maps of different scales.
Begin to spatially match scale maps.) (E.g. river Nile.)
places (e.g. recognise UK on Begin to match boundaries (E.g. find Use a scale to measure distances.
a small scale and larger same boundary of a county on different Draw/use maps and plans at a range of scales.
scale map) scale maps.)
Perspective Draw around objects to Begin to draw a sketch map from a high Draw a plan view map with some accuracy.
make a plan. view point. Draw a plan view map accurately.
Look down on objects to Draw a sketch map from a high view
make a plan view map. point.
Map knowledge Learn names of some places Begin to identify points on maps A,B and Identify significant places and environments
within/around the UK. E.g. C Confidently identify significant places and
Home town, cities, countries Begin to identify significant places and environments
e.g. Wales, France. environments
Locate and name on UK
map major features e.g.
London, River Thames,
home location, seas.
Style of map Picture maps and globes Use large scale OS maps. Use index and contents page within atlases.
Find land/sea on globe. Begin to use map sites on internet. Use medium scale land ranger OS maps.
Use teacher drawn base Begin to use junior atlases. Use OS maps.
maps. Begin to identify features on Confidently use an atlas.
Use large scale OS maps. aerial/oblique photographs. Recognise world map as a flattened globe.
Use an infant atlas Use large and medium scale OS maps.
Use junior atlases.
Use map sites on internet.
Identify features on aerial/oblique
photographs
EYFS Pre-Requisite Skills for Geography
People and •. To talk about past and present events in their own lives and in the lives of family members.
Communities • To know about similarities and differences between themselves and others, and among families, communities and traditions.John Ball Curriculum
2020/2021
The World • To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.
• To talk about some of the things they have observed, such as plants, animals, natural and found objects.
• To talk about why things happen and how things work.
• To develop an understanding of growth, decay and changes over time.
• To show care and concern for living things and the environment.
• To look closely at similarities, differences, patterns and change.
• To know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of
their own immediate environment and how environments might vary from one another.John Ball Curriculum
2020/2021
Humanities – Year 1
Half Topic title Knowledge covered
term
Black History What challenges Muhammed Ali and other Black athletes
Month/ face – segregation in sport
Muhammed Ali No more segregation in sport – can we think of famous
& Black black athletes that are alive today? Usain Bolt, Kelly
Autumn 1
Sporting Holmes, Mo Farah
Achievements Identify/recount features of Muhammed Ali’s story and
accurately arrange a short sequence of his life events.
Complete basic fact file on a chosen Black Athlete using
various sources of information.
Key vocab: Muhammad ali, athletes, segregation, identify,
recount, life events, facts
Toys: Past and Identify toys that are old and toys that are new
Present Describe features/similarities/differences of toys today and
toys from the past. Recognise how they have changed
over time
Autumn 2
Know how to find out information about toys from the past
Use sources of information to help answer questions
about the toys
Key Vocab: today, the past, same, different, change, information,
source, Victorian, old, new
Use words relating to the passing of time, e.g. long ago, last
week, long before I was born, before
My Local Area What country do we live in? Are we in a city? Which?
To learn what ‘human’ and ‘physical’ features mean
Identify human and physical features of our local area
Locate and describe places on a local map
Use simple compass directions (NESW), locational and
Spring 1
directional language.
What ‘aerial’/birds eye view means
Understand and use basic map symbols
Plot a simple route on a map
Express views about local environment
Key Vocab: country, city, human features, physical features, loca
area, compass, north, east, south, west, aerial/birds eye view,
symbols, environment
The UK: Kings, Know that we live in the UK and it is made of several
Queens and countries – name them, recognise the union jack and that
Leaders it represents the whole of the UK
Kings and Queens of UK – who is our Queen now? What
special items do Kings/Queens wear?
Spring 2
Story of King John – explore through role play – his
promises, the magna carta
There was a time we did not have a ruler – Charles I –
create storyboard
It is different now to the past – who makes decisions about
our country? How do they get there? We have a prime
minister.
Gov’t landmarks in London.John Ball Curriculum
2020/2021
Key vocab: flag, country, union, united, King, Queen, rule, crown,
throne, scepter, orb, ring, royalty, reign, King John, Barons,
prison, trial, tax, power, Charles I, civil war, Magna Carta, Houses
of Parliament, choice, Prime Minister, King George I, 10 Downing
Street
Around the Understand subject related language e.g. ‘continent’,
World ‘ocean’, ‘climate’
To begin to recognize continents and oceans
Which continent we live on, what is its climate like?
Name some European mammals
Summer 1
Human and physical features of Europe including the UK
Know where each of the seven continents are on a
map/globe and identify its human/physical features and
animals
Create my own map of the world with labels and pictures
of landmarks and some animals
Key vocab: continent, ocean, climate, Europe, mammals, human
features, physical features
Let’s go to the To locate jungles around the world using world
Jungle maps/atlases and begin to describe
To identify the structure, plants and animals of an Indian
tropical jungle, and how it changes during the wet and
dry seasons.
Identify the locations of mangrove forests and learn
about their unique plants and animals. They will discover
Summer 2
how they are affected by the tides and the weather.
Identify and describe the location, climate, weather, plants,
animals and human activity of a cloud forest in Costa
Rica.
Differences between deciduous and evergreen trees, and
compare a UK woodland to a variety of tropical and
equatorial jungle forests.
Key vocab: jungle, tropical, india, wet and dry seasons,
mangrove forests, location, climate, cloud forest, costa rica,John Ball Curriculum
2020/2021
Humanities – Year 2
Half Topic title Knowledge covered
term
Mary Seacole Cross curricular with English – Information books
What is Black History Month?
Links to: What it means if someone is ‘historically significant’
- Y1 – Black – some children may debate historical significance
History month Who Mary Seacole was and why she is still
– Person of remembered – how did she help soldiers in
Autumn 1
historical Crimea?
significance What were hospitals like when Mary Seacole was
alive – compare then and now
Recall some key facts about Mary Seacole’s
experiences
Non-fiction writing – fact file about Mary Seacole
Key vocab: Mary Seacole, Black history month,
historically significant, soldiers, Crimea, nurse, hospitals
Let’s go to the Arctic Know where the Arctic circle is & list some
countries found there
Links to: Understand that weather can change in the Arctic –
- Y1 Around the what are the seasons there?
World Revisit – what is a physical feature? List some
found in the Arctic
List some animals found in the arctic – what are
their features? Use maps to locate and describe
Autumn 2
these animals
Revisit – what is the difference between a human
and physical feature? List human features found in
Arctic cities
Use photos and maps to find similarities and
differences between the Arctic and the UK
Key Vocab: Arctic circle, North pole, ice bergs, far north,
Greenland, Alaska, Norway, Finland, Russia, Sweden,
seasons, climate, sea ice, fishing, melting, raised houses,
snow, arctic squirrel, narwhal whale, humpback whale,
arctic fox, snowy owl, husky, polar bear
Great Fire of London To understand where and when the Great Fire of
London started.
Links to: To understand the events of the Great Fire of
- Y1 – My Local London
Area Find out why the fire spread so quickly and stayed
- The UK: Kings, alight for so long.
Queens and To find out about Samuel Pepys and his diary.
Spring 1
Leader Recap what we have found out about the Great
Fire of London.
Key vocab: London, 1666, Samuel Pepys, river thames,
bakers shop, pudding lane, wooden buildings, wind,
smoke, fire services, MonumentJohn Ball Curriculum
2020/2021
Let’s explore London To be able to locate London on a map and
describe its location, and to use a key.
Links to: Identify and describe landmarks of London, identify
- Y1 My Local these on an aerial map
area Understand the difference between an aerial view
- Y2 – Great Fire vs perspective.
of London To be able to use compass points and
directional/positional language to navigate between
London landmarks.
Spring 2
Identify and describe a variety of geographical
features in London – use knowledge to identify
whether a photo is London or not.
Explore seasonal weather patterns in London –
name and describe the four seasons, how might
these affect people going about their days in
London?
Design & create 3D Map of central/west London,
referring to key human and geographical features.
Key Vocab: London, England, capital, south east, Europe,
tower of London, tower bridge, London bridge,
Buckingham Palace, London eye, river Thames
Travel and Transport Compare modes of transport now and in the past.
To find out about the invention of trains and how
Links to: this affected travel.
- Y1 – Toys, Past Find out about the invention of the first motor car,
and Present why and when they were first built.
Spot differences between old and new cars,
sequence a variety of cars in chronological order.
Find out about the first aeroplanes – explore
Leonardo Da Vinci’s drawings
Summer 1
Know who the Wright brothers are and their
mission to invent the first aeroplane.
How planes have changed since the first one was
invented – how do they affect modern life? Suggest
how people might have felt about the first
aeroplane.
First landing on the moon – know about the Apollo
11 mission. Retell the story of the first landing.
Key vocab: transport, mode, trains, steam engine,
locomotives, railways, wheels, modern, journey, motor
cars, horse and carriage, aeroplanes, Leonardo da vinci,
invention, wright brothers, 1960s, Apollo 11John Ball Curriculum
2020/2021
Seas and coasts Name and locate 5 oceans & 7 continents
Think about what an island is and what being an
Links to: island means for the UK – locate the seas around
the UK and use different sources to find out about
- Y1 Around the the human and physical activities that take place in
world them
- Y2 Let’s go to Identify human and physical features of different
the Arctic coasts
Compare photos of British beaches and those
abroad – work out which they think is the British
Summer 2
beach and why
Describe what the seaside is like and think of
questions to find out more about it
Use different sources to find the answers to their
questions
Cross curricular link: look at seaside holidays in the
past, how they became popular in the 19th century
and how they’ve changed since.
Key Vocab: atlantic, pacific, indian, southern, arctic, north
America, south America, Australia, Antarctica, Europe,
asia, Africa, island, UK, English channel, north sea, irish
seaJohn Ball Curriculum
2020/2021
Humanities – Year 3
Half Topic title Knowledge covered
term
Rosa Parks What is Black History Month? Recap
What it means if someone is ‘historically significant’
Links to: – some children may debate historical significance
- Recap
- Y1 & 2 BHM – Who Rosa Parks was, when she lived and why she
Person of is still remembered? She broke the law – is this
historical OK? What were her reasons? What was the
significance – impact?
Muhammad What was the USA like when Rosa Parks was
Ali/Mary growing up?
Autumn 1
Seacole Why didn’t Rosa Parks give up her seat? Was she
simply ‘tired’? Autobiography as a source
What was the Bus boycott? What did this mean for
all Americans?
Children should be able to say what a civil right is –
link to our “Rights Respecting” work.
A brief timeline of Rosa Parks life -Pupils could
write a newspaper article (imagining it is 1955)
covering the events of Rosa Parks' arrest and the
bus boycott.
Key words: rosa parks, black history month, historically
significant, law, usa, autobiography, boycott, civil rights,
African American, segregation, activitist, racism, equality.
The UK Recap - locate and name the countries that make
up the UK on a map, as well as their capital and
Links to: other key cities.
- Y2 – Let’s Find and name the seas/main rivers in the UK,
Explore which seas rivers flow into, and identify areas of
London ‘higher ground’ using a legend
- Y1 – The UK: Explain what a county is and find our county on a
Kings, Queens map – name our local surrounding counties.
Autumn 2
and Leaders Who settled first in London? How has London
- Y1 – My Local changed since AD43?
Area How has the population changed over time? Where
have people immigrated from?
Location of the prime meridian – why London was
chosen.
Key words: England, Northern Ireland, Scotland, wales,
London, Cardiff, Edinburgh, Belfast, UK, English channel,
north sea, Irish sea, county, Lewisham, London,
immigration, prime meridian, greenwichJohn Ball Curriculum
2020/2021
Stone Age to the Iron Where the Stone Age get its name
Age How early man survived in a harsh environment –
what were the challenges faced? what kinds of
Links to: tools did they use to survive? How these tools
- Y3 – The UK changed.
What is Skara Brae? How was it discovered? What
was found there? Know the names of the items.
Copper ‘child’ – who worked in the copper mines?
Spring 1
Why? What they did. What did copper mean to
people of the Bronze Age?
Reason why Iron Age people wanted to protect
their homes. How comes changed from the Stone
Age to the Iron Age. Use of Hillforts.
Stonehenge - explore reasons why people think it
was built. How has it changed since the stone age?
Roles of Druids.
Key words: Stone age, skara brae, tribe, survival, tools,
copper child, mine, bronze age, iron age, hillforts,
Stonehenge, druids,
Extreme Earth What is found underground – name the layers and
their properties
Links to: How volcanoes are formed and how they affect
- Y1 – Around people’s lives (risks and benefits) – name the
the world different parts of a volcano and describe what is
- Y2 Seas and happening when they erupt.
Coasts What causes an earthquake – how are they
Spring 2
measured?
What causes tsunamis – how they affect people.
Describe a tsunami and the damage caused – how
to stay safe.
Causes of tornadoes and the effects they have
Key words: layers, topsoil, subsoil, bedrock, crust,
mantle, inner core, outer core volcano, eruption, lava,
magma, main vent, magma chamber, active, dormant,
extinct, epicenter, shock wave, magnitude, Richter,
Mercalli, tsunami, tornado
Ancient Greece Who the Ancient Greeks were, when they lived and
the order of various events on the timeline of
Links to: Ancient Greece
Key facts about the Battle of Marathon and Trojan
- Y1 – The UK: war
Kings, Queens Know how and why the Greek empire became
and Leaders successful and describe its political democratic
system
Summer 1
Summer 2
Developing comparison skills using knowledge of
the ancient Greek political system vs modern day
politics.
Knowledge of what sources contribute to our
understanding of Ancient Greece i.e., vases
The Olympics – have they changed over time?
Ancient Greek belief in Gods and Goddesses and
what these looked like in myth.John Ball Curriculum
2020/2021
Key words: ancient Greece, battle of marathon, Trojan
ware, empire, tyrant, vote, democracy, myth, gods,
goddesses, sources, artefact, Olympic games, Persia,
Athenians, Spartans, BC, AD, pottery,John Ball Curriculum
2020/2021
Humanities – Year 4
Half Topic title Knowledge covered
term
Black History Month - What is Black History Month? Recap
Nelson Mandela What it means if someone is ‘historically
significant’ – some children may debate
Links to: historical significance - Recap
- Y1 -3 BHM – Who Nelson Mandela, when he lived – a
Person of timeline of significant events in his life. Why he
historical
Autumn 1
is still remembered?
significance – What was Apartheid? What did this look like in
Muhammad South Africa? Living conditions for black people
Ali/Mary in South Africa under apartheid
Seacole/Rosa What Nelson Mandela’s impact has been on
Parks today’s world
Key words: Nelson Mandela, black history month,
south Africa, apartheid, president, prison, peace,
human rights, racial prejudice, segregation, treason,
demonstration, life sentence, nobel peace prize
Ancient Rome Locate the roman period on a timeline and
know some of the reasons why Romans left
Links to: their homelands to move to Britain
Reasons why the Roman army overcame the
- Y3 Ancient Celts
Greece Know how, when and why Hadrians wall was
- Y3 Stone age built
to the Iron Age Similarities/differences between the lifestyles of
- Y3 The UK Romans and Celts
Who was Boudicca? Story of Boudicca. What
Autumn 2
did she look like? Compare and contrast
descriptions
The revolt of AD60 – storyboard to sequence
events
Roman Britain life – Taking baths – leisurely –
how was this different to how we take baths
now?
Life – how and which foods were consumed in
Roman Britain?
Who and what were gladiators? Slavery
important in Roman Britain.
Key words: Romans, invade, settle, Britain,
occupation, celts, hadrians wall, Boudicca, BC, AD,
revolt, roman baths, gladiators, slavery
Our European Locate Europe on a world map and find out
Neighbours about its features. – compare size and features
on a map, name the surrounding seas. Use this
Links to: knowledge to annotate a map.
Spring 1
- Y3 The UK Identify and locate countries in Europe.
- Y1 Around the Identify European countries according to their
World features – knowledge of the different flags
Know the major capital cities of European
countries and know what a ‘capital city’ is.
Find out about the human and physical
features of a European countryJohn Ball Curriculum
2020/2021
Key words: Europe, continent, European, names of
some European countries and capital, UK/London,
landmarks, human features, physical features
Water Describe three states of matter and know the
main events in the water cycle
Links to: How rain clouds are formed
- Y1 Around the Changes in temperature cause evaporation
world and condensation
Spring 2
- Y2 Let’s go to Water treatment – how and why drinking water
the Arctic is cleaned
- Y2 Seas and What are the causes and effects of flooding
Coasts Causes and effects of water pollution
Key words: water cycle, solid, liquid, gaseous,
temperature, evaporation, condensation, treatment,
rain clouds, bacteria, flooding, water pollution
Ancient Egypt Locate Ancient Egypt in time and place and
know the differences between ancient and
Links to: modern Egypt
- Y3 Ancient Landscape of ancient Egypt – importance of
Greece the Nile and how it was used as part of
- Y4 Ancient everyday life.
Rome The discovery of Tutankhamen’s tomb in 1922
– who discovered it, when and how. Howard
Carter was an archaeologist – what does this
mean?
Why was this discovery significant? What was
Summer 1
discovered inside the sarcophagus – what do
these artefacts help us to understand about
ancient Egyptians?
Everyday llife in ancient Egypt – food, religion,
clothing, farming
Egyptian tombs, pyramids, burial sites – beliefs
in gods and goddesses. Explore process of
mummification.
Key words: Egypt, Africa, ancient, modern, AD, BC,
the Nile, Tutankhamun, Howard Carter, archaeologist,
artefacts, discovery, sarcophagues, tomb, pyramic,
burial site, gods, goddess, mummification, pharaoh,
canopic jars, scarab, flatbread, slave, sickle, desertJohn Ball Curriculum
2020/2021
The World Identify the position and significance of the
Equator, Northern Hemisphere, Southern
Links to: Hemisphere in the context of researching
- Y1 Around the countries in different hemispheres.
world Identify lines of longitude and latitude on a map
- Y1 – Let’s go and use this knowledge to find places on maps,
to the Jungle atlases, globes
- Y2 Seas and Significance of arctic/Antarctic circles -
Coasts compare and contrast key features of the polar
- Y2 Let’s go to regions – compare to uk
Summer 2
the Arctic Location and significance of Tropics of Cancer
- Y3 Extreme and Capricorn – explore the features of the
Earth climate in countries along these lines.
- Y4 Water Location and significance of prime/Greenwich
meridian line – explore countries around this
Identify place and significance of time zones,
day and night, and compare time in different
countries and the number of daylight hours.
Why day and night occur.
Key words: equator, northern hemisphere, southern
hemisphere, longitude, latitude, arctic/Antarctic circles,
polar region, tropic of cancer/Capricorn, climate,
Greenwich/meridian line, time zone, daylight hoursJohn Ball Curriculum
2020/2021
Humanities – Year 5
Half Topic title Knowledge covered
term
The Abolition of To understand why African slaves were
Slavery/ transported to the Americas and when the slave
Martin Luther King trade ended.
Key facts about the conditions faced by slaves
during the journey across the ‘middle
Links to: passage’/’Atlantic passage’.
Y1 -4 BHM – Person Know the conditions in which slaves lived once
of historical they arrived in the Americas
significance – Key facts about the abolitionists – who they were,
Autumn 1
Muhammad Ali/Mary timeline, methods used, why abolition was
Seacole/Rosa opposed.
Parks/Nelson Did things really change because slavery was
Mandela abolished? Jump forward to Martin Luther King as
significant individual – look at key facts – where
does he sit on the timeline? He still needed to act
against discrimination.
Key words: Slavery, Africa, America, slave trade,
middle/atlantic passage, abolitionists, protest, martin luther
king, discrimination, Christian, I have a dream, boycott,
Washington, equality, civil rights, racism, pastor, freedom,
march
Enough for Everyone What do we need? Key aspects of human
geography including: types of settlement and land
Links to: use, economic activity including trade links, and
- Y3 Stone Age the distribution of natural resources including
to the iron energy, food, minerals and water
Age Where our power comes from – main stages of
- Y3 The UK how electricity is generated and distributed. UK
- Y4 The World power stations – where our energy is generated.
What it means if a source of energy is ‘renewable’
– name types of renewable energy.
Autumn 2
Where our food comes from- food miles-use of
digital maps to calculate. Which foods are sourced
here in the UK and which abroad?
Food, water and energy supply conservation .
Food shortages in south/central America.
Comparison of resource supplies in the uk vs
abroad – access to natural resources varies in
different countries.
Key words: survival, human geography, settlement,
tradelinks, distribution, natural resources, energy, food,
minerals, water, power, power station, renewable energy,
food miles, abroad, conservation, shortage, resources.John Ball Curriculum
2020/2021
Vikings and Anglo- Life in Britain before the first Viking invasion in the
Saxons 7 anglo-saxon kingdoms. When and why romans
left Britain. Why was this period referred to as the
Links to: Dark Ages?
- Y1 – The UK: Struggles for power between the 7 kingdoms. Key
Kings, Queens facts about the first Viking invasions – who the
and Leaders Vikings were and where they came from. Events
- Y3 The UK surrounding the attack at Lindisfarne 793.
Subsequent attacks and key information about the
peace treaty giving Vikings control of the north east
of England.
The reign of Alfred the Great – his work to unify the
Spring 1
kingdoms among other things and how he
impacted anglo-saxon life.
Everyday life for Vikings who settled in England –
how this differed to their anglo-saxon counterparts
Identify key figures and events that led to the unity
of England led by a single Viking king by 1016.
What remains of Viking legacy today?
End of the Anglo-saxon and Viking era in Britain –
death of the king – norman conquest and the Battle
of Hastings.
Key words: invasion, raids, Vikings, anglo-saxons,
romans, dark ages, Lindisfame, peace treaty, England,
Alfred the Great norman conquest, battle of hastings,
Danegeld, wergild
What’s China Like? Locate China on a map, know it is the most
populated in the world, which continent it’s in, how
Links to: many countries it borders with, know about regions
- Y1 Around the and megacities of china.
world Human impact on China’s physical geography –
- Y4 Our know what physical geography is and look at 3
European different landscapes in china (river, mountain,
Neighbours desert). Look at possible causes, effects and
- Y4 The world solutions for desertification . Positive/negative
impact 3 Gorges Dam on China.
Know about China’s economic growth and its effect
Spring 2
on the country and population. (including air
pollution)
What do ‘tourist’ and ‘tourism’ mean? Positive and
negative aspects of tourism. Find out about
China’s most famous tourist attraction – the Great
Wall of China.
Key words: China, populous, continent, Korea (North),
Russia, Mongolia, Kazakhstan, Kyrgyzstan, Tajikistan,
Afghanistan, Pakistan, India, Nepal, Bhutan, Myanmar,
Laos and Vietnam, megacities, shanghai,
Beijing,Shenzen, Tianjin, 3 gorges dam, air pollution,
tourism, the great wall of chinaJohn Ball Curriculum
2020/2021
Early Islamic Know who Muhammad was and that he is
Civilisation regarded the final messenger of Islam. How
muslims were split into two groups after his death,
Links to: and some of their differing beliefs.
- Y3 Ancient How the first caliphate was formed – know roles
Greece and responsibilities of a caliph.
- Y4 Ancient Know some key facts about Baghdad and some
Rome reasons why it became a major world power –
- Y4 Ancient what was its cultural and locational significance.
Egypt The silk road trade route – items offered for trade,
Summer 1
and significance of perfume.
What the House of Wisdom was and name some
key figures who studied there. Understand and
explain the impact of early Islamic medicinal
practice, inventions and discoveries made on the
wider world.
Recognise and describe some features of Islamic
art.
Key words: Islam, Muslims, Islamic civilisation,
Muhammad, Prophet (messenger), shia, sunni, caliphate,
Baghdad, silk road trade route, perfume, house of wisdom,
Ibn Battuta, Islamic geometry, medicine
Yosemite National Where Yosemite National Park is on a map –
Park country/state it is located.
Explore the park’s major physical features and how
Links to: they were formed – Sierra Nevada Mountain
- Y1 Around the range, Half Dome, El Capitan.
world How the landscape of Yosemite is constantly
- Y4 The world changing thanks to glaciers, erosion and other
factors.
Water features of Yosemite National Park -
Starting at the glaciers in the mountains, they will
Summer 2
find out how water travels through the park,
creating rivers, lakes, streams and waterfalls. They
will also find out how humans harness water in the
park, such as the O’Shaugnessy Dam and Hetch
Hetchy Reservoir.
Children will learn what biomes and vegetation
zones are. They will identify the various biomes of
Yosemite and use graphs and charts to identify
how their climates differ.
Compare with UK national parks
Key words: Yosemite National Park, California USA,
Sierra Nevada Mountains, Half Dome, El Capitan,
glaciers, erosion, O’shaugnessy Dam, Hetch Hetchy
Reservoir, biomes, vegetation zonesJohn Ball Curriculum
2020/2021
Humanities – Year 6
Half Topic title Knowledge covered
term
Windrush 1948 - A Key dates on a timeline of recent British history and
Journey key facts about what Britain was like in 1948 after
the world war.
Links to: What is Windrush? Who the windrush generation
- Y1-5 Black were, where they came from and why. What life
History was like in the west indies, and why many chose to
Month leave.
How the arrival of the Windrush impacted life in
Autumn 1
Autumn 2
Britain – know about the issues that the Windrush
generation faced.
Know about reasons for and against boarding the
windrush that people would have considered at the
time.
Know about what life was like for a 1950 Caribbean
immigrant in Britain.
Key words: immigration, empire, passengers, voyage,
Caribbean, race, discrimination, residence, commonwealth,
citizen, docked
Features of Physical Know and describe key aspects of human and
Geography physical geography
Recognise the features of a biome and know what
Links to: the 5 major types are.
Know key facts about the different biomes –
- Y1 Around locations, climate, physical features, natural
the world resources, plants/animals, and how people have
- Y1 Let’s go to adapted to survive in these environments.
the Jungle Know and describe what tectonic plates are, how
- Y2 Let’s go to they move and that the continents of the world have
Spring 1
the Arctic changed over time.
- Y2 Seas and Understand what maps, atlases, globes and
Coasts digital/computer mapping programmes are.
- Y3 Extreme Understand and be able to use 8 points of a
Earth compass, four and six figure grid reference
- Y4 Water (including vocabulary of Eastings and Northings),
- Y4 The World symbols and key (including ordnance survey maps).
- Y5 Yosemite Key words: biomes, terrestrial biomes, aquatic biomes,
National Park grassland, desert, tropical rainforest, savannah, temperate
forest, boreal forest, tundra, climate zone, vegetation belt,
rivers, mountains, summit, peak, valley, volcanoes,
earthquakes, tectonic plates, water cycle,John Ball Curriculum
2020/2021
Medicine and Practices of prehistoric civilization vs ancient
Disease Egyptians – comparison
Know about famous greek physicians such as
Links to: Hippocrates/Galen and their influence on medicine
- Y3 Stone Age and theory on diseases. Rise of the roman empire
to the iron and views around keeping fit and healthy compared
Age to modern views
- Y3 Ancient Key facts about medieval medicine – how it spread
Spring 2
Greece across the country and the ways people tried to
- Y4 The world cure themselves of it. How the black plague
- Y4 Ancient impacted people and their beliefs during this period.
Rome Medical practices and folk cures of the tudor period
- Y4 Ancient Identify some key 19th century figures who changed
Egypt medical practices. Compare thoughts/beliefs around the
- Y5 Early beginning of the Victorian period vs at the end. How was
Islamic medical care improved at this time.
Civilisation Key words: medical practice, prehistoric civilisations,
ancient Egyptians, Hippocrates, Galen, theory, disease,
medieval, cure, black plague, faith, epidemic, folk cure
The Amazing Know that continents are a large landmass, group
Americas of countries and identify countries in north and
south America – use an atlas for these and for
Links to: names of cities
- Y1 Around Describe physical features of an area of the
the world Americas and know about the climate and biomes
- Y1 Let’s go to of different regions. Be able to describe the human
the Jungle geography of a place in North America. Be able to
- Y4 The World talk about the similarities and differences of these
- Y5 Yosemite compared to where they live.
National Park Know what latitude is (and the effects of this on the
- Y6 The climate of a location) and identify the equator,
Summer 1
Mayans tropics and poles on a map, and that coordinates
pinpoint a geographical location
Know some wonders of the Americas and describe
their key features
Key words: North America, South America, Latitude,
longitude, Equator, Northern
Hemisphere, Southern Hemisphere, Tropic
of Cancer, Tropic of Capricorn, Arctic Circle,
Antarctic Circle, Prime/Greenwich Meridian,
time zone, Climate zone, climate, polar, arctic, temperate,
tropical, subtropical, latitude, Koppen system,
settlement, economy, natural resources, river,
lake, landscape, mountain, volcano, biome,
vegetation belt, wildlife, flora, fauna, climate,
water, fieldwork, measure, observe, record, graph.John Ball Curriculum
2020/2021
The Mayans Know key facts about the Maya civilisation and
explain who the Maya people were and when and
Links to: where in the world they lived - name major features
- Y3 Stone Age and cities
to the iron Know about some of the ancient maya religion
Age rituals and who their main Maya gods were,
- Y3 Ancient describing them in detail
Greece Write some Maya numbers – know what
Summer 2
- Y4 The world syllabograms and logograms are and be able to
- Y4 Ancient combine them to create glyph blocks
Rome Know what the Mayan writing system consists of,
Y4 Ancient Egypt how words are constructed and what codices are.
Corn and chocolate were important foods – children to be
able to identify reasons for this
Key words: Maya/mayan, civilisation, Mesoamerica,
cacao, maize, sacrifice, worship, blood-letting, ritual,
Xibalba, upperworld, base 10, base 20, vigesimal number
system, evidence, primary source, secondary source,
lithography, camera lucida, chichen itza, Palenque,
hieroglyphs, syllabogram, logogram, codices, codexYou can also read
