New City Primary School Curriculum 2017/18 Year 2- History Medium Term Plans Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 History Au 1 Significant People Written and recorded tasks To understand the concept of being well known and famous. To write the meaning of being famous or well known. To recognise some very famous people from history. To answer questions related to one of this famous people. Elizabeth I, Queen Victoria, Nelson Mandela, Tim Berners Lee, Neil Armstrong, Amy Johnson, Rosa Parks, William Caxton, Albert Einstein, William Shakespeare, Bill Gates, Christopher Columbus, Florence Nightingale, Barack Obama, Usain Bolt, To construct a timeline of people and their impact on society. To choose four people from the list from different periods and put them into chronological order. To explain why they have chosen four of these people. To investigate and analyse people to find out why do we still remember them. To create a fact file using subheadings about one person and their achievements. Nelson Mandela, Tim Berners Lee, Neil Armstrong, Amy Johnson, Rosa Parks, William Caxton, Bill Gates, Christopher Columbus, Florence Nightingale, Barack Obama, Usain Bolt, Queen Elizabeth II, David Beckham, Michael Jackson, Stephen Hawkins To discuss how they have changed and impacted the way we live. To use four headings to match people with those areas. Sport Invention Technology Human Rights To find out their impact onto our everyday lives. To compare two people and their lives in different periods. To create a table with headings to compare and contrast two people. Elizabeth I and Queen Victoria Christopher Columbus and Neil Armstrong William Caxton and Tim Berners-Lee Rosa Parks and Emily Davison Bill Gate and Barack Obama Florence Nightingale To write a historical diary as a person. To use historical terms and key events in the historical diary. To answer and ask questions about the person. To create a presentation about people. To use laptops to create four pages of multimedia presentation in groups. To evaluate their own understanding of the concept of being a people. 1 P age
II, David Beckham, Michael Jackson, and Edith Cavell Key Terminology Historical Concepts Key figures, politics, sport, science, Significant, famous, past and present, now, then, achievements, legacy Timeline, chronology, people, impact, achievement, past and present, now, then, celebrity, famous, moral celebration, ideals, human rights, analyse, investigate, achievement, impact, Sport, invention, technology, human Rights Significant, famous, past and present, now, then, achievements, legacy Develop awareness of the past Ask and answer questions Use common words and phrases relating to the passing of time Know where all people/events studied fit into a chronological timeline Identify different ways in which the past is represented. Compare, contrast, subheadings, past and present, era, century, within living memory, events beyond living memory Diary, first person,, timeline of events, achievement, Digital literacy Multimedia Images, text, presentation, evaluation, reflection,, achievement, impact Mastery/ Challenge To show a confident sense of chronology by using correct historical terminology. To start to categorise historical events under different categories. To be aware of how some people in the past treated differently. To question some of the sources to identify how the events written in different ways. To be confident in using digital resources to complete my presentation. 2 P age
History Sp 1 British Monarchs Written and recorded tasks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Educational King Henry VIII Mary Queen of Scots visits 1491-1547 1542-1587 To identify the role of the Monarch in the past and present. To look at images of kings and queens since Henry VIII. To write up a short explanation and description of the images of palace, crown, ceremony, thrown etc. To explain his impact of the monarch on the people and the country. (Family, battles, crown or key decisions) To investigate King Henry VIII through Hans Holbein famous portrait. To write a short narrative using three headings. Monarch, people and the country. I 1547 1603 To investigate the achievements of the Queen Elizabeth I during her reign. ( Religion, crown and trade around the world) To find out why is a person in British History. Write a biography using a timeline of events. To research the relationship between I and Mary Queen of Scott. To investigate the family trees of Mary Queen of Scots and Queen Elizabeth I. To compare and contrast their lives till the end using a table with headings. To debate the actions of I towards Mary Queen of Scots. Queen Victoria 1819-1901. To understand and research why Queen Victoria s period linked with the Industrial Revolution. ( steam trains/bridges/factories) To research the life of Queen Victoria. To write the meaning definition of Industrial Revolution after internet research. To investigate lives of children living and working in factories to answer questions. II 1926- present day To discuss why II is still very popular today. To look at the life of the Queen through digital resources and write a fact file about her life as a monarch. To write a newspaper report about Queen Elizabeth II visiting Tollgate Primary School. Buckingham Palace Greenwich Palace Tower of London National Portrait Gallery Key Terminology Monarch, past, present, kings, queens, British History, palace, crown, ceremony, Monarch, past, present, kings, queens, British History, palace, crown, ceremony, King Henry VIII, impact, portrait, I, monarch, timeline, biography, history, palace, crown, reign, impact, I, Mary Queen of Scots,, monarch, timeline, biography, history, palace, crown, reign, impact, achievement, debate, Queen Victoria, Industrial revolution, factories, past, present, compare and contrast, II, Newspaper report, biography, monarch, digital, fact file, subheadings 3 P age
Hans Holbein achievement, family tree Historical Concepts Develop awareness of the past Ask and answer questions Use common words and phrases relating to the passing of time Know where all Kings and Queens studied fit into a chronological timeline Identify different ways in which the past is represented. Continuity and change Mastery/Challenge To investigate why Latin Numbers and words was used in famous portraits of Kings and Queens. To find out what meaning of "ANNO ETATIS SUAE XLIX" in King Henry VIII portrait To compare and contrast the impact of I to Queen Victoria. To look at the similarities and difference between British Monarchs to French Monarch. To link the past events to modern times. ( Industrial Revolution) To research the names of the monarchy and explain why they may use familiar names. 4 P age
History Su 1 National and Global Historical Events Week 1 To identify the difference between Week 2 To use a range of sources to find Week 3 To research a historical global Week 4 To investigate one of the major national event and Week 5 To identify a range of National and Global Week 6 To use digital sources to Educational Visits National and Global historical events out the impact of key historical national events. event. its impact on people and country. leaders, Kings and Queens. research one of the major global events. Olympic Park or any other relevant visits. Written and recorded tasks To create a timeline of events using dates and short facts. First World War/ Second World War/ Blitz /2012 Olympic games/ Barrack Obama becoming president/ Coronation of the Queen/ Impact of 9/11/ Death of Nelson Mandela/ Tim Peake becoming the first British man in space To write a diary using the facts about the key historical events. For example; To write a diary while in space as Tim Peake. What did he do there? What was his day like? Coronation of the Queen First World War Blitz 9/11 2012 Olympics/ Tim Berners Lee invents the world wide web To write headlines regarding to the historical global events. Use images and write down how different newspapers reported the event. WW1 and WW2 Moon landings. Tearing down Berlin Wall Barrack Obama becoming president. To read and answer questions about the key events. How did the people react to the news? Why was it important? To use enquiry based questions to answer based on major and global events. To choose two national and global leaders. To use images to compare and contrast. To write and give reasons why they chose those two people. To give reasons why they chose one of the major global event to research. To take notes and write a short report about the impact of the global event. Science Museum to look at the Moon landing Local archives in Stratford at look at the experience of the Blitz. Museum of London in Docklands 5 P age
Key Terminology Historical Concepts Timeline, national, global,, and above key figures to be used First British Man in Space Tim Peake Diary,, invention, national, historical events, facts, coronation, Global, historical, newspapers, reports, names of key people and events above Develop awareness of the past Ask and answer questions Use common words and phrases relating to the passing of time Identify different ways in which the past is represented. Compare and contrast Continuity and change Identify historically people and events Impact of events on people and country Read and answer questions, major events, events within living memory, national, global, Significant, national, global, major, compare, contrast, images Reasons, opinions, past, present, compare, contrast, major, global Mastery/ Challenge To give reasons why some events are more important than others To explain the impact of the Olympic Park to the local people in East London. To link how national event can cause a global event To look at the causes of some national and global events. To identify patterns between these events. 6 P age
Key historical concepts in the new History curriculum Year 1 6 Chronological knowledge Use of historical vocabulary continuity and change significance of events/ people cause and consequence similarity, difference and significance make connections compare and contrast analyse trends using evidence and communicating ideas interpreting the past frame historically valid questions 7 P age
use written narratives and analyses. 8 P age