History Topic Journey Overview Y5

Y5 History Topics:

•Victorian Britain

•Stone age to Iron age

CURIOUS ABOUT THE WORLD

AROUND THEM:

Pupils carry out Victorian research

project throughout the topic which

involves finding local history

linking to the topic.

REFLECTIVE AND IMAGINATIVE

THINKER

Within our Victorian topic, there

are a lot of theories to unknown

answers which pupils have the

opportunity to voice their opinions

in our oracy sessions. Pupils also

rewrite a poem from the

perspective of an 10 year old

chimney boy (Wes Magee).

MOTIVATED TO LEARN AND

RESILIENT WHEN CHALLENGED

Within our oracy (performance of

a Chimney boy's poem for the

school) projects during these

topics, all pupils are challenged to

have a go and carry out various

roles within our practical subtopics

- such as creating (replica) and

using Victorian artefacts.

LITERATE, NUMERATE AND

DIGITAL

Pupils present learning in a variety

of ways throughout the topic:

PowerPoints, poster, a diary text,

oracy assessments and practical

recreations.

A COMMUNICATOR AND

COLLABORATOR:

Pupils present a poster made from

the keywords of the Victorian topic

and their meaning for diary of a

workhouse child

RESEPECTFUL AND CARES

Pupils write a diary entry from the

perspective of a workhouse child,

discussing the challenges faced in

their life - pupils use this to

compare modern day lives to the

lives of children in the Victorian

era.

A KNOWLEDGE SEEKER AND

KEEPER

From our visitors during these

topics, and from research using

books, stories (A street child),

videos (Dr Barnardo's life story),

pupils present research in a variety

of ways.

Y5 Victorians

The life of Victorian childrenYear 5: Subject Specific Vocabulary Exciting Books

Street children Many poor Victorian children never went to school. Young children were forced to work as soon as they were old enough to earn money for their families and some lived on the streets.

Working children Because they were considered cheap labour Victorian children were in high demand for many types of jobs including mining, factory work, street sweepers,, chimney sweeps, farming, textile

mills and servants

Dr Barnardo

When he discovered the reality of life in London's slums, Barnardo sets up a free school for children; The Ragged School.

penny farthing This was one of the earliest bicycles. It had one large and one small wheel.

Sticky Knowledge about the Victorians:

Queen Victoria Victoria was Queen of the United Kingdom of Great Britain and Ireland from 20 June 1837 until her death.

Workhouses were unpleasant places where orphaned children or abandoned children lived. It was also the

home to mentally ill or very poor people.

The British

Empire

The British Empire. When Queen Victoria came to the throne in 1837, Britain already governed Canada, large areas of India, Australia, and New Zealand, and small parts of South America and

Africa.

There were no televisions or electronic games 100 years

ago. There were very few books as well and very few

poor children would know how to read.

Electricity,

inventions and

industrialisation

The Victorian period saw many major developments that made travel, communications and trade easier for many people

About 100 years ago most children would have been

working in a full-time job by the time they were 12 years

old.

workhouse Was the home to many orphaned or sick children. It was also home to poor people without a job.

The most popular games played by children 100 years

ago were marbles, hopscotch, blind man’s bluff and

blow football.

gruel Gruel is a food consisting of some type of cereal—oat, wheat or rye flour, or rice—boiled in water or milk.

Over a 100 years ago there would not have been any take-away food places. However, fish and chip shops first

opened about 150 years ago.

History Topic: Victorian Britain Lesson 1: Create a historical timeline from the Victorian era

History Mystery/Wow: BBC bitesize video clip to introduce to life of Queen Victoria (and the size of the British empire)

CU/K&I/HE: Activities: Pupils put key events from Victorian Britain in order, creating a timeline from 1825 – 1901

Outcomes: Pupils to begin locating the key events, which shaped Britain, between 1825-1901

Lesson 2: Case study on Dr Bernardo

History Mystery/Wow: The fascinating story of Jim Jarvis and the inspiration behind Dr Bernardo’s work (BBC bitesize video)

CU/K&I/HE: Activities: Pupils, from their research, create a bibliography on Dr Bernardo and his life

Outcomes: Pupils can choose and select appropriate and valid research. Pupils explain the reasons behind this influential figure’s work which has created a legacy

Lesson 3: Explore what Britain gained from the British Empire

History Mystery/Wow: The size scale of Britain compared to some of the countries that were ruled by the empire

CU/K&I/HE: Activities: Pupils create a table to demonstrate what Britain gained from 5 influential countries from the British Empire – using research

Outcomes: Pupils use primary and secondary research to list key advantages from the British empire with focus on locating appropriate research

Lesson 4: Explore the dangers of working children History Mystery/Wow: Video of a diary of a child, who is the same age as a Y5 child, demonstrating his daily life. CU/K&I/HE: Activities: Pupils discuss, research and describe the possible jobs for working children and their dangers. Outcomes: Pupils demonstrate an understanding of the difficulty, expectations and dangers working children faced during this era.

Lesson 5: Investigate and compare Victorian school life History Mystery/Wow: BBC bitesize video of a Victorian school, including their punishment systems and workload. CU/K&I/HE: Activities: Pupils create a poster to describe and demonstrate research to show their understanding of a Victorian school compared to their own. Outcomes: Pupils to have an understanding of the key legislations that have changed and shaped education and how children are treated in

Victorians

CURIOUS ABOUT THE

WORLD AROUND THEM:

Pupils carry out Stone Age

research through a portfolio

of class and home research.

Looking at famous Stone Age

settlements, such as Skara

Brae.

REFLECTIVE AND

IMAGINATIVE THINKER

Within our Stone Age topic,

there are a lot of theories to

unknown answers which

pupils have the opportunity

to voice their opinions in our

oracy sessions - such as the

purpose of Stone Henge

MOTIVATED TO LEARN AND

RESILIENT WHEN

CHALLENGED

Pupils are challenged to learn

from a variety of resources,

such as field work (mine

visit), specialist visitor days,

oracy projects, practical work

and online research

LITERATE, NUMERATE AND

DIGITAL

Pupils present learning in a

variety of ways throughout

the topic: PowerPoints,

poster, a diary text, oracy

assessments and practical

recreations.

A COMMUNICATOR AND

COLLABORATOR:

Pupils work in groups to build

and present a Stone Age

village with each of the main

three phases of the Stone

Age.

RESEPECTFUL AND CARES

Pupils understand the change

human beings have been

through from hunter

gatherers, farmers to settlers

and respect the difficulties

and challenges faced during

these eras of human

development

A KNOWLEDGE SEEKER AND

KEEPER

From our visitors during these

topics, and from research

using books, stories we will

carry out 2 big writes which

incorporates comprehension

and reading from the topic

and being able to use the

topic-specific vocabulary

Y5 Stone Age

Year 5: Prehistoric hunters, gatherers and farmers period

Subject Specific Vocabulary Exciting Books

archaeologists People who work out our history

by looking at artefacts that have

been found.

artefact An object made by human

beings, usually with historical or

cultural interest.

Neolithic Is the later part of the stone age

and follows the Palaeolithic and

Mesolithic age.

B.C. Before Christ. A date like 250BC

means 250 years before Christ

was born.

chronology The ordering of events, for

example the stone, bronze and

iron age.

Sticky Knowledge about the

Stone-age period tribal Groups of people who live

together. The stone-age period is said to have started around

3 million year ago when humans started to live in

Europe. Important

hunter-

gatherers

People who mainly live by

hunting, fishing and gathering

wild fruit. The stone-age was followed by the bronze-age

period. This is when humans started to use metal.

Skara Brae

Is an archaeological site

found on the Orkney

Islands in Scotland. It is a

stone age village that has

been well preserved.

shelter A house where stone age people

would have lived. The bronze-age was followed by the iron-age when

tools and weapons became more advanced and

were used for farming. civilization A group that lived during a

period of time long ago.

settlement A place where there were

several stone age shelters, like a

small village.

During the Palaeolithic Age (old stone age), man

gathered food by hunting wild animals and birds,

fishing, and collecting fruits and nuts.

Stonehenge

Is a famous stone age

monument in Wiltshire.

Prey An animal that is hunted for its

food. During the Neolithic Age (towards end of the stone-

age), the humans formed settled communities, and

domesticated plants and animals for the first time in

history.

History Topic:

Lesson 1: Recreate a stone age cave painting (Lascaux) History Mystery/Wow: Video tour of Lascaux. CU/K&I/HE: Activities: Pupils create their own stone age cave painting Outcomes: Pupils demonstrate the understanding of the historical art work used and interpret why and what would have been drawn on these walls.

Lesson 2: Investigate a stone age artefact History Mystery/Wow: Handling artefacts (spear) CU/K&I/HE: Activities: Pupils predict what each station of artefacts would have been used for and sketch one of the objects. Outcomes: Pupils develop an understanding of the resources used and why.

Lesson 3: Create a guide to surviving the stone age History Mystery/Wow: BBC bitesize video clip of the survival needs and threats (animated video) CU/K&I/HE: Activities: Pupils create an interactive booklet for the surviving the stone age. Outcomes: Pupils understand the importance of basic tools and the daily needs for survival - using these tools.

Lesson 4: Compare and describe the changes in housing from the stone age to the Iron age History Mystery/Wow: BBC bitesize video (tour of a pre-historic house) CU/K&I/HE: Activities: drawing, labelling and designing of their own stone age, bronze age and iron age model house. Outcomes: Pupils demonstrate understanding of the changes throughout and the historical importance linking to modern day of the beginning of settling and agriculture.

Lesson 5: Create a pre-historical village. History Mystery/Wow: Demonstration of how pupils could gather tools from the nature trial to represent stone age artefacts CU/K&I/HE: Activities: Pupils, in small groups, design and create a prehistoric village, consisting of a stone age, iron age and bronze age model house. Outcomes: Practically applying the knowledge and interpretation discussed from lesson 4’s outcomes.

Book/Guided Reading Text: Trip/Visitor: Significant Historical Place:

Stone age