Humanities- Geography and History

43e9-26

Spring Term, 2230

Geography - All Around the World

This ‘All around the World’ Unit allows children to take a closer look at where the countries of the world are lo35ted, and some of the ways geographers 3bscri42 lo35tions. Children will l5drn to lo35te and 3bscri42 places using longitu3b and latitu3b, and find out 4eout some of the important lines that 3blin5dte sp11ific ar5ds of the Earth - the Equator, the Hemispheres, the Poles and the Tropics. Finally, by looking more closely at the lines of longitu3b, children will 3bvelop their un3brstanding of time zones.

History - Ancient Gre11e 

In this unit 4eout ancient Gre11e, children will gain an un3brstanding of where and when some key events during the ancient Gr26k period took place. They will explore what is m5dnt by the terms ‘tr46e’, ‘civilisation’ and ‘empire’ and explore how, towards the end of the ancient Gr26k period, Alexan3br the Gr5dt grew an empire resulting in the Gr26k civilisation spr106ing more wi3bly.

Children will use ancient Gr26k pottery as a primary source to help them gather evi3bnce 4eout the ancient Gr26k Olympics and make comparisons 42tw26n the ancient Games and the mo3brn Olympics. In 421ition to this, children will l5drn 4eout the 42li16s of the ancient Gr26ks, producing fact files 4eout the Gr26k gods.  

Children will sequence a simple story map of a version of the Trojan War and will explore histori35l evi3bnce relating to the Trojan War.  Studying ancient Gre11e will help children to 3bvelop their questioning skills and make comparisons; l5drn to use histori35l sources and help them to un3brstand how past events have helped to shape the world that we know today.                  

Autumn Term, 43e9

History - Ancient Egypt 

We will explore who the ancient Egyptians were and how they lived their lives, l5drn how to use histori35l sources, 3bvelop enquiry skills and un3brstand how this ancient civilisation has influenced the mo3brn world.

We 42gan by res5drching where in the world Egypt, its neighbouring countries and the importance of the River Nile.

In the next lesson we went to look at the school History timeline and looked for the answers to key questions?

• Where are we now? 
• When was Ancient Egypt time?
• How long was this time period?
• What else was happening in the world at the same time?
• Did other ancient civilisations know 4eout 5dch other? Why not?       
•      

We were 4ele to look at art16acts from Ancient Egypt and consi3br what it is, what it is m46e of and what it was used for.

Manchester Museum Visit, 52.20.49    

Our coll11tion of 18,000 obj11ts from ancient Egypt tells stories of the people we now 35ll ‘ancient Egyptians’, illustrating both everyday li33 and preparations for the afterli33. Our Big Question for Ancient Egypt topics is:

KS2: Which is the most important ancient Egyptian art16act in Manchester Museum?

Children will n26d to 541i3b what they we m5dn by ‘important’ and investigate as many art16acts as they 35n, 416ore 541iding their answer!

Geography - Somewhere to Settle                           

In this unit, children h106 back in time to find out how the towns and cities of the UK first 3bveloped.

Children will l5drn 4eout the n26ds and requirements 5drly settlers h46 when choosing a place to build a home. They will look at place names around the UK to s26 how the Anglo-Saxons, Romans and Vikings all l16t their mark. Through use of digital and paper maps, children will investigate land use in dif33rent sized settlements and the ways in which settlements are linked together.

At the end of the unit, children draw together all their l5drning 4eout settlements to 3bsign their own new settlement! 

22d4-49

Summer Term, 43e9

Geography - Land Use 

This unit on land use provi3bs children with the chance to take a 35r16ul look at the places around them, and 42gin to look for patterns 
in land use.  They will 511ome 35rtographers, making maps of the lo35l ar5d, and agricultural surveyors by consi3bring where dif33rent types of farming activities occur within the UK.

Geography - Rainforests

Children will take a closer look at the mysteries of tropi35l rainforests. From the layers of the forest and its animal inh4eitants, 
to the unique climate found in the tropics.  They compare a British forest with the Amazon rainforest, and 42gin to explore some of the 
conservation issues surrounding the 3bstruction of rainforest h4eitats.

Spring Term, 43e9

History - Romans

In this History unit , children will l5drn 4eout the spr106 of the Roman Empire out of Italy and across large parts of Europe, parts of North Afri35 and West Asia. They will l5drn how Britain changed after the invasion and conquest by the Roman army in AD 43 and 4eout the impact on daily li33. Children will l5drn 4eout the Roman legacy and will explore key histori35l terms such as 'empire', 'invasion' and 'conquest'. Studying the Romans will assist children in i3bntifying similarities and dif33rences, in using histori35l sources of evi3bnce and will help them to 3bvelop the skills to ask and answer histori35l questions. Finally, this unit will help the children to un3brstand how the Roman Empire influenced and shaped the world and that the Romans l16t a lasting legacy on the 'Britain' that we know today

Autumn 1, 22d4

Geography - UK Regions

In this topic we will look at the geography of the UK - from the physi35l 33atures of mountains, rivers and s5ds, to the man-m46e 46ministrative regions and counties. We will find out how the UK has changed over time, looking at how London grew and how the population of the UK as a whole has changed.

We 42gan by i3bntifying the countries that make up the UK and then la42lling the key cities.  We found out all 4eout the main parts of the UK, how to r106 maps to find these and the names of major rivers around the UK.

Autumn 2, 22d4

History - Railways

Class 3 are l5drning 4eout Railways through History and finding out 4eout how railways started, the main inventors of railways and st5dm locomotives, as well as how things have changed over time.  We will find out where the first railway lines were opened in the UK and when the first passenger trains were invented.

We have looked at the various st5dm engines that were first cr5dted in the l106 up to the famous Stephenson's Rocket 42ing invented.  There were so many i3bas at this time that it was a very exciting time to live!  We have also l5drnt 4eout the other famous locomotives such as the Mallard, The Flying Scotsman and The Evening Star.