History

In 'Stone Age Britain: what do archaeologists think they know about it?' pupils have learnt about how the archaeological record informs what we know about Stone Age Britain. In 'Bronze and Iron Age Britain: how did life change during this time?' pupils examine the archaeological record with a focus on the changes brought about by the Bronze and Iron Ages.

'Significant individuals who changed Britain: how did they fight for change?' strengthened pupils' knowledge of twentieth century British history by asking them to compare two individuals fighting for change. 'Stone Age Britain: what do archaeologists think they know about it?' contrasts this by transporting pupils to some of the earliest history of the British Isles, focusing on archaeology.

This unit examines the archaeological record that exists for Stone Age Britain and introduces pupils to the way in which archaeologists make claims based on this evidence. As the first unit in KS2, it covers the settlement of humans in Britain during the Paleolithic, Mesolithic and Neolithic eras.

Stone Age Britain: what do archaeologists think they know about it?

In 'Bronze and Iron Age Britain: how did life change during this time?' pupils examine the archaeological record with a focus on the changes brought about by the Bronze and Iron Ages. In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils are introduced to their first Bronze Age civilisation in order to gain familiarity with this concept.

This unit analyses how life changed in Britain between the Bronze and Iron Ages. It examines how the use of bronze changed life in Britain and how agriculture, settlement, and trade changed further in the Iron Age. Life in the two periods is compared and contrasted.

Bronze and Iron Age Britain: how did life change during this time?

In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils are introduced to their first Bronze Age civilisation in order to gain familiarity with this concept. In ‘Sumer and other early civilisations: what made them similar?’ pupils now encounter multiple early civilisations in overview in order to strengthen this concept and make connections.

In 'Bronze and Iron Age Britain: how did life change during this time?' pupils examined the archaeological record with a focus on the changes brought about by the Bronze and Iron Ages. In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils are introduced to their first Bronze Age civilisation in order to gain familiarity with this concept.

This unit evaluates the degree of change and continuity over 3,000 years. It also introduces pupils to the key features of ancient Egyptian civilisation, such as its location, religion, writing, burial practices and rulers.

Ancient Egypt: what stayed the same across 3,000 years?

In ‘Sumer and other early civilisations: what made them similar?’ pupils encounter multiple early civilisations in overview in order to strengthen the concept of civilisation and to make connections between these. In ‘The earliest civilisations: the Indus and the Shang’ they are encouraged to develop their understanding of this concept even further. 

 In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils were introduced to their first Bronze Age civilisation in order to gain familiarity with this concept. In ‘Sumer and other early civilisations: what made them similar?’ pupils now encounter multiple early civilisations in overview in order to strengthen this concept and make connections.

This unit analyses the similarities and differences between early civilisations. Pupils learn about Mesopotamia as a 'cradle of civilisation' and compare it to other civilisations, such as the Shang and the Indus Valley civilisations.

Sumer and other early civilisations: what made them similar?

In ‘The earliest civilisations: the Indus and the Shang’ pupils were encouraged to develop their understanding of the concept of civilisation. In ‘Iron Age Britain: what have historians learnt about Iron Age Britain?’ pupils are now invited to contrast their strong understanding of early civilisations with Iron Age Britain.

In ‘Sumer and other early civilisations: what made them similar?’ pupils encountered multiple early civilisations in overview in order to strengthen the concept of civilisation and to make connections between these. In ‘The earliest civilisations: the Indus and the Shang’ they are encouraged to develop their understanding of this concept even further. 

These units analyse the way in which archaeologists have found out about the Indus Valley Civilisation and the Shang dynasty. Whichever unit is chosen, pupils examine the archaeological record of an early civilisation and develop their knowledge of what claims are based on these remains.

The earliest civilisations: the Indus and the Shang

In ‘Iron Age Britain: what have historians learnt about Iron Age Britain?’ pupils are invited to contrast their strong understanding of early civilisations with Iron Age Britain. In ‘Ancient Greek civilisation: what do we know about ancient Greece?’ pupils are able to apply their understanding of these places to Bronze Age Greece.

In this unit, pupils develop their understanding of sources and evidence by examining the artefacts that remain from Iron Age Britain. They will learn about Celtic art, Iron Age women, and Iron Age Britain's connections to the wider world.

History

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Some of these units will soon be taken down.

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Some of these units will soon be taken down.