(such as about the transportation of the Use sources as a basis for research Use sources as a basis for research from which they will begin to use Bluestones). from which they will begin to use information as evidence to test Use sources as a basis for research from information as evidence to test hypotheses (e.g. about the lives of the which they will begin to use information as hypotheses e.g. whether the uniform of Ancient Egyptians). evidence to test simple hypotheses. a plague doctor would work as Identify some of the different ways in protection from the disease. which the past can be represented, and Identify some of the different ways in that different versions of the past such as an event may exist (artist’s pictures, which the past can be represented, and tomb paintings, written sources). that different versions of the past such as an event may exist (artist’s pictures, museum displays, written sources). Possible Link with Atkinson Liverpool World Museum Atkinson loan box Trips/Visitors Year 3/4 Cycle 2 Topic 1 Topic 2 Topic 3 The Anglo Saxons Local History (Liverpool) The Romans (A Kingdom United) (No Place Like Home) (What the Romans Did for Us) Chronology Sequence events through the use of Show their increasing knowledge and Show their increasing knowledge and understanding of the past by: understanding of the past by: appropriate terms relating to the passing of making some links between and across Making some links between and across time and identify where these events fit periods, such as the differences periods, such as the similarities and into a chronological framework during the between clothes, food, buildings or differences between clothes, food, Anglo-Saxon period. transport. buildings or transport (e.g. between In an in depth study of the Anglo-Saxon identifying where some periods studied Roman Britain and other periods they period, use appropriate vocabulary when fit into a chronological framework by have studied). noting connections, trends and Identifying where some periods studied describing the passing of time and historical contrasts over time by placing selected fit into a chronological framework by concepts. maps into chronological order.
(such as about the transportation of the Bluestones). Use sources as a basis for research from which they will begin to use information as evidence to test simple hypotheses. Use sources as a basis for research from which they will begin to use information as evidence to test hypotheses e.g. whether the uniform of a plague doctor would work as protection from the disease. Identify some of the different ways in which the past can be represented, and that different versions of the past such as an event may exist (artist’s pictures, museum displays, written sources). Use sources as a basis for research from which they will begin to use information as evidence to test hypotheses (e.g. about the lives of the Ancient Egyptians). Identify some of the different ways in which the past can be represented, and that different versions of the past such as an event may exist (artist’s pictures, tomb paintings, written sources). Possible Trips/Visitors Link with Atkinson Liverpool World Museum Atkinson loan box Year 3/4 Cycle 2 Topic 1 Topic 2 Topic 3 The Anglo Saxons (A Kingdom United) Local History (Liverpool) (No Place Like Home) The Romans (What the Romans Did for Us) Chronology Sequence events through the use of appropriate terms relating to the passing of time and identify where these events fit into a chronological framework during the Anglo-Saxon period. In an in depth study of the Anglo-Saxon period, use appropriate vocabulary when describing the passing of time and historical concepts. Show their increasing knowledge and understanding of the past by: making some links between and across periods, such as the differences between clothes, food, buildings or transport. identifying where some periods studied fit into a chronological framework by noting connections, trends and contrasts over time by placing selected maps into chronological order. Show their increasing knowledge and understanding of the past by: Making some links between and across periods, such as the similarities and differences between clothes, food, buildings or transport (e.g. between Roman Britain and other periods they have studied). Identifying where some periods studied fit into a chronological framework by
History-Y34-Scheme-of-Work-.docx