Primary Knowledge Organiser Binder by AssemblyTube

Animals

Key Vocabulary Adolescent – The process of developing from a child into an adult (teenager) Adult – A person who is fully grown or developed Asexual reproduction – Offspring get genes from one parent so are clones of their parents

Child – A young human being below the age of puberty or below the legal age of majority Foetus/ fetus – An unborn or unhatched offspring of a mammal, in

particular an unborn human more than eight weeks after conception Gestation – The process or period of developing inside the womb

Average gestation period by days

between conception and birth Life expectancy – The average period that you may expect to live Mammal – A warm-blooded vertebrate animal, distinguishable by the posession of hair or fur, females secreting milk for young and typically giving birth to live young Offspring – A person’s child or children/ an animal’s young Puberty – The period during which adolescents reach sexual maturity and become capable of reproduction

Reproduction – The production of offspring by a sexual or asexual process Sexual reproduction – Offspring get genes from both mum and

dad, inheriting a mix of features from both

A Brief Guide to Knowledge Organisers Knowledge Organisers are designed to support the teacher in identifying all of the key information that they need teach the children by the end of a topic. It focuses teaching. Perhaps more importantly, they act as a tool to support children in retaining and retrieving knowledge for life-long learning. Retention and retrieval of knowledge supports purpose/context for learning and the application of contextual skills. Being unable to retrieve knowledge is often a barrier to learning and can become a limiting factor. A child that can’t recall the particle structure of states of matter (primary science) is unlikely to understand the concept of measuring density at KS3. Learners need to remember lots of things, for a long time. How should they be presented? Knowledge organisers should have clear key information at their core. Images can be used to support the information but should not detract from it. For example, an image of the Bayeux Tapestry (alongside a glossary reference) would be very relevant when learning about the Norman Conquest. An image of an anonymous shield of arms would not. It would be typical to have a key vocabulary section on all Knowledge Organisers. Broadening vocabulary and familiarising children with technical vocabulary is of vital importance to ensure that knowledge can be applied with accuracy and maturity in later stages in learning. Often Knowledge Organisers will have an introduction to the topic. It will summarise the key events and knowledge that will be acquired during the topic. Words found in the key vocabulary section are emboldened. Where a topic is history-led, the Knowledge Organiser will be required to have a timeline that outlines the significant dates and events. Implementation in the classroom Knowledge Organisers are to be shared with the children at the start of each topic (one for their books and another to take home). Teachers will outline the expectation that the children share the Knowledge Organisers with their parents and make efforts to learn the information together. Low-stakes testing is imperative in order to support children in committing the knowledge to long-term memory. We can strengthen our ability to recall memories by retrieving them. The more you search for a memory, the easier it becomes to find it. This simple concept – the ‘retrieval effect’ – should become the bedrock of our teaching for long term learning. These low-stakes tests (or quizzes) should happen regularly and can be presented in a range of guises. A timeline or key vocabulary section with missing information can be given to the children, requiring them to retrieve the correct information to complete the tables. A pop-quiz style assessment can take place where children record answers on whiteboards. The tests do not need to be onerous for the teachers nor boring for the children, but they do need to focus on retrieval. Typically KS1 will be quizzed on 5 pieces of information; 10 in Years 3 and 4; and 15 in Years 5 and 6. Children are to never mark one another’s answers as this can lead to children focusing on others making mistakes rather than them learning the correct answer. Every 3 weeks a more formal test can help to identify gaps in knowledge that need to be retaught. Remember it is not an assessment tool, it is a learning tool.

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Table of Contents Who Let The Gods Out ......................................................................................................................... 3 Beetle Boy .................................................................................................................................................. 5 A Girl Called Owl ..................................................................................................................................... 7 The Last Wild ............................................................................................................................................ 9 Cogheart ................................................................................................................................................... 11 The Apprentice Witch ....................................................................................................................... 13 A Room Full Of Chocolate ................................................................................................................ 15 The Goldfish Boy .................................................................................................................................. 17 Just Call Me Spaghetti-Hoop Boy.................................................................................................. 19 The Bubble Boy .................................................................................................................................... 21 There May Be A Castle....................................................................................................................... 23 Wonder ..................................................................................................................................................... 25 Stig Of The Dump ................................................................................................................................. 27 Once ........................................................................................................................................................... 29 Holes .......................................................................................................................................................... 31 A Library Of Lemons .......................................................................................................................... 33 Goodnight Mister Tom ...................................................................................................................... 35 Inside Out & Back Again ................................................................................................................... 37 The Secret Of Nightingale Wood .................................................................................................. 39 The Many Worlds Of Albie Bright ................................................................................................ 41 Journey To The River Sea ................................................................................................................ 43 Room 13 ................................................................................................................................................... 45 Five On A Treasure Island ............................................................................................................... 47 Street Child ............................................................................................................................................. 49 Percy Jackson And The Lightning Thief .................................................................................... 51 Millions ..................................................................................................................................................... 53 Time Travelling With A Hamster ................................................................................................. 55 Cloud Busting ........................................................................................................................................ 57 Kensuke’s Kingdom ............................................................................................................................ 61 The Crossover ....................................................................................................................................... 63 Matilda ...................................................................................................................................................... 65 Phoenix ..................................................................................................................................................... 67 Varjak Paw .............................................................................................................................................. 69 Charlotte’s Web .................................................................................................................................... 71 The Huntress: Sea ................................................................................................................................ 73 Alice’s Adventures In Wonderland ............................................................................................. 75 The Lion, The Witch And The Wardrobe ................................................................................. 77 Artemis Fowl 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Page 1

Clockwork ............................................................................................................................................... 81 The Secret Garden ............................................................................................................................... 83 Skellig ........................................................................................................................................................ 85 The Girl Of Ink And Stars ................................................................................................................. 87 The Island At The End Of Everything......................................................................................... 89 The Nowhere Emporium ................................................................................................................. 91 Oranges In No Man’s Land .............................................................................................................. 93 Rooftoppers ............................................................................................................................................ 95 George’s Secret Key To The Universe ........................................................................................ 97 Shadow Forest ...................................................................................................................................... 99 The London Eye Mystery .............................................................................................................. 101 The Dreamsnatcher ......................................................................................................................... 103 Flour Babies ........................................................................................................................................ 105 The Wolves Of Willoughby Chase ............................................................................................. 107 When Hitler Stole Pink Rabbit ................................................................................................... 109 How To Train Your Dragon ......................................................................................................... 111 Pax ........................................................................................................................................................... 113 My Brother Is A Superhero .......................................................................................................... 115 Black Powder ...................................................................................................................................... 117 Mortal Engines ................................................................................................................................... 119 Strange Star ......................................................................................................................................... 121 Watership Down ............................................................................................................................... 123 Carrie’s War ........................................................................................................................................ 125 Peter Pan .............................................................................................................................................. 127 The Miraculous Journey Of Edward Tulane ........................................................................ 129 The Wonderful Wizard Of Oz ...................................................................................................... 131 Floodland .............................................................................................................................................. 133 Boy In The Tower ............................................................................................................................. 135

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Page 2

Who Let The Gods Out

Elliot's mum is ill and his home is under threat, but a shooting star crashes to earth and changes his life forever. The star is Virgo - a young Zodiac goddess on a mission. But the pair accidentally release Thanatos, a wicked death daemon imprisoned beneath Stonehenge, and must then turn to the old Olympian gods for help. After centuries of cushy retirement on earth, are Zeus and his crew up to the task of saving the world - and solving Elliot's problems too?

Author (and why she thinks you should read her book) Maz Evans

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Page 3

For Fans Of: Roald Dahl Percy Jackson and the Lightning Thief The Many Worlds of Albie Bright

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Page 4

Beetle Boy

Darkus is miserable. His dad has disappeared, and now he is living next door to the most disgusting neighbours ever. A giant beetle called Baxter comes to his rescue. But can the two solve the mystery of his dad's disappearance, especially when links emerge to cruel Lucretia Cutter and her penchant for beetle jewellery? A coffee-mug mountain, home to a million insects, could provide the answer - if Darkus and Baxter are brave enough to find it.

Author (and why she thinks you should read her book) MG Leonard

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Page 5

For Fans Of: James and the Giant Peach The Last Wild Time Travelling With a Hamster

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Page 6

A Girl Called Owl

It's bad enough having a mum dippy enough to name you Owl, but when you've got a dad you've never met, a best friend who needs you more than ever, and a new boy at school giving you weird looks, there's not a lot of room for much else. So when Owl starts seeing strange frost patterns on her skin, she's tempted to just burrow down under the duvet and forget all about it. Could her strange new powers be linked to her mysterious father?And what will happen when she enters the magical world of winter for the first time?

Author (and why she thinks you should read her book) Amy Wilson

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Page 7

For Fans Of: The Lion, The Witch and The Wardrobe The Dreamsnatcher The Girl of Ink and Stars

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Page 8

The Last Wild

In a world where animals no longer exist, twelve-year-old Kester Jaynes sometimes feels like he hardly exists either. Locked away in a home for troubled children, he's told there's something wrong with him. So when he meets a flock of talking pigeons and a bossy cockroach, Kester thinks he's finally gone a bit mad. But the animals have something to say...The pigeons fly Kester to a wild place where the last creatures in the land have survived. A wise stag needs Kester's help, and together they must embark on a great journey, joined along the way by an over-enthusiastic wolf-cub, a spoilt showcat, a dancing harvest mouse and a stubborn girl named Polly. The animals saved Kester Jaynes. But can Kester save the animals?

Author (and why he thinks you should read his book) Piers Torday

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Page 9

For Fans Of: The Lion, The Witch and The Wardrobe Beetle Boy James and the Giant Peach

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Page 10

Cogheart

When 13-year-old Lily's inventor father vanishes after a Zeppelin crash, Lily's determined to hunt down the truth behind his disappearance, helped by Robert, the local clockmaker's son, and her wily mechanical fox Malkin. But shadowy figures are closing in and treachery lurks among the smoky spires of London - along with a life-changing secret. Be swept away by airships and flabbergasted by dastardly plots in this extraordinary and wildly imaginative debut, bursting with invention and adventure.

Author (and why he thinks you should read his book) Peter Bunzl

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Page 11

For Fans Of: Northern Lights Harry Potter and the Philosopherâ&#x20AC;&#x2122;s Stone Clockwork

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Page 12

The Apprentice Witch

Arianwyn fluffs her witch's assessment. Awarded the dull bronze disc of an apprentice - to the glee of her arch-rival, Gimma - she's sent to protect the remote, dreary town of Lull. But her new life is far from boring. Author (and why he thinks you should read his book) James Nicol

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Page 13

For Fans Of: The Worst Witch Harry Potter and the Philosopherâ&#x20AC;&#x2122;s Stone The Lion, The Witch and The Wardrobe

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Page 14

A Room Full Of Chocolate

Grace's fun-loving Mum has found a lump. Her north London world of sleepovers, tap dancing and playing the clarinet fall apart when she is sent to live with her grumpy old granddad on his farm in Yorkshire while her mother goes into hospital to get better. Grace misses her mother so much it hurts, and doesn't quite understand what is happening to her. And things go from bad to worse when she starts school and becomes the bullies' latest target. But Grace is no longer alone when she meets Rainbow Girl Megan and her pig, Claude - when she's with them she feels as if she can confront anything. At Easter time when Grace misses her mum the most, she knows she must find a way to get to London. With Megan's help, she hatches a plan to run away that involves Claude, chocolate Easter eggs and a risky ID swap. But it's all worth it if it means that she finally gets to see her mum.

Author (and why she thinks you should read her book) Jane Elson

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Page 15

For Fans Of: The Girl Who Walked On Air A Boy Called Hope A Library of Lemons

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Page 16

The Goldfish Boy

Twelve-year-old Matthew is trapped in his bedroom by crippling OCD, spending most of his time staring out of his window as the inhabitants of Chestnut Close go about their business. Until the day he is the last person to see his next-door neighbour's toddler, Teddy, before he goes missing. Matthew must turn detective and unravel the mystery of Teddy's disappearance - with the help of a brilliant cast of supporting characters.

Author (and why she thinks you should read her book) Lisa Thompson

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Page 17

For Fans Of: Wonder Mystery stories The Bubble Boy

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Page 18

Just Call Me SpaghettiHoop Boy

Adam Butters is happy with his adoptive family but that doesn’t mean he doesn’t feel like a part of him is missing. Especially when he finds his birth certificate with his original name, Ace, on. He has two names, two identities – just like a Superhero! And Adam is determined to be superhero. He’s going to save a life, help animals and old people, and make everyone happy. He thinks this will make his adoptive mum stop being so sad and his real mum want him again. But it’s not the easiest of superhero missions, and it takes a painful discovery for him to realise you don’t have to be super to be a hero.

Author (and why she thinks you should read her book) Lara Williamson

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Page 19

For Fans Of: Time Travelling With A Hamster Who Let The Gods Out? The Many Worlds of Albie Bright

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Page 20

The Bubble Boy

Eleven-year-old Joe can't remember a life outside of his hospital room, with its beeping machines and view of London's rooftops. His condition means he's not allowed outside, not even for a moment, and his few visitors risk bringing life-threatening germs inside his 'bubble'. But then someone new enters his world and changes it for ever. The Bubble Boy is the story of how Joe spends his days, copes with his loneliness and frustrations, and looks - with superhero-syle bravery, curiosity and hope - to a future without limits. Expect superheroes, super nurses and a few tears from this truly unique story.

Author (and why he thinks you should read his book) Stewart Foster

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Page 21

For Fans Of: Wonder The Goldfish Boy A Boy Called Hope

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Page 22

There May Be A Castle

Eleven-year-old Mouse is travelling to see his grandparents on Christmas Eve with his mother and two sisters. But it's snowing, and visibility is bad, and the car goes off the road, and crashes. Mouse is thrown from the car. When he wakes, he's not in his world any more. He meets a sheep named Bar, who can only say Baaa, and a sarcastic horse named Nonky, who is a surprising mix of his beloved toy horse and his older sister. So begins a quest to find a castle in a world of wonder - a world of monsters, minstrels, dangerous knights and mysterious wizards; a world of terrifying danger but also more excitement than Mouse has ever known.

Author (and why he thinks you should read his book) Piers Torday

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Page 23

For Fans Of: The Lion, The Witch and The Wardrobe Beetle Boy A Girl Called Owl

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Page 24

Wonder

Auggie wants to be an ordinary ten-year-old. He does ordinary things - eating ice cream, playing on his Xbox. He feels ordinary - inside. But ordinary kids don't make other ordinary kids run away screaming in playgrounds. Ordinary kids aren't stared at wherever they go. Born with a terrible facial abnormality, Auggie has been home-schooled by his parents his whole life. Now, for the first time, he's being sent to a real school - and he's dreading it. All he wants is to be accepted - but can he convince his new classmates that he's just like them, underneath it all?

Author RJ Palacio

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Page 25

For Fans Of: The Bubble Boy The Goldfish Boy Firegirl

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Page 26

Stig Of The Dump

Barney is a solitary little boy, given to wandering off by himself. One day he is lying on the edge of a disused chalk-pit when it gives way and he lands in a sort of cave. Here he meets 'somebody with a lot of shaggy hair and two bright black eyes' wearing a rabbit skin and speaking in grunts. He names him Stig. Of course nobody believes Barney when he tells his family all about Stig, but for Barney cave-man Stig is totally real. They become great friends, learning each others ways and embarking on a series of unforgettable adventures.

Author Clive King

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Page 27

For Fans Of: Tomâ&#x20AC;&#x2122;s Midnight Garden The Borrowers Skellig

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Page 28

Once

For three years and eight months Felix has lived in a convent orphanage high in the mountains in Poland. But Felix is different from the other orphans. He is convinced his parents are still alive and will come back to get him. When a group of Nazi soldiers come and burn the nuns' books, Felix is terrified that his Jewish, bookseller parents will also be in danger. After escaping from the orphanage, Felix embarks on a long and dangerous journey through Nazi occupied Poland, befriending a little orphan girl called Zelda and a kindly dentist, Barney, who hides and cares for Jewish children. But when the Nazis discover them, Barney makes the ultimate sacrifice for the children.

Author Morris Gleitzman

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Page 29

For Fans Of: Carrieâ&#x20AC;&#x2122;s War Goodnight Mr Tom The Boy in the Striped Pajamas

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Page 30

Holes

Stanley Yelnats' family has a history of bad luck, so when a miscarriage of justice sends him to Camp Green Lake Juvenile Detention Centre (which isn't green and doesn't have a lake) he is not surprised. Every day he and the other inmates are told to dig a hole, five foot wide by five foot deep, reporting anything they find. The evil warden claims that it is character building, but this is a lie and Stanley must dig up the truth.

Author Louis Sachar

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Page 31

For Fans Of: Wonder Once Millions

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Page 32

A Library Of Lemons

Calypso's mum died a few years ago and her emotionally incompetent Dad can't, or won't, talk about Mum at all. Instead he throws himself into writing his book A History of the Lemon. Meanwhile the house is dusty, there's never any food in the fridge, and Calypso retreats into her own world of books and fiction. When a new girl, Mae, arrives at school, the girls' shared love of reading and writing stories draws them together. Mae's friendship and her lively and chaotic home - where people argue and hug each other - make Calypso feel more normal than she has for a long time. But when Calypso finally plucks up the courage to invite Mae over to her own house, the girls discover the truth about her dad and his magnum opus - and Calypso's happiness starts to unravel.

Author (and why she thinks you should read her book) Jo Cotterill

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Page 33

For Fans Of: A Room Full of Chocolate The Secret Garden A Girl Called Owl

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Page 34

Goodnight Mister Tom

Young Willie Beech is evacuated to the country as Britain stands on the brink of the Second World War. A sad, deprived child, he slowly begins to flourish under the care of old Tom Oakley - but his new-found happiness is shattered by a summons from his mother back in London.

Author Michelle Magorian

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Page 35

For Fans Of: The Boy In The Striped Pajamas Once Carrieâ&#x20AC;&#x2122;s War

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Page 36

Inside Out & Back Again

Ha has only ever known Saigon: the thrills of its markets, the joy of its traditions, and the warmth of her friends close by. But now the Vietnam War has reached her home. Ha and her family are forced to flee as Saigon falls, and they board a ship headed towards hopeâ&#x20AC;Śtowards America.

Author Thannha Lai

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Page 37

For Fans Of: The Crossover Once Wonder

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Page 38

The Secret Of Nightingale Wood

1919. Henry moves to the countryside with her family, scarred by her brother's untimely death. All alone, with only stories for company, Henry discovers that Hope House is full of strange secrets: a forgotten attic, ghostly figures, mysterious firelight that flickers in the trees beyond the garden. Her only friends are characters from her favourite books - until, one day, she wanders into the woods and meets Moth, a striking witch-like woman. Together they form a bond that could help Henry save her family and overcome her grief.

Author (and why she thinks you should read her book) Lucy Strange

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Page 39

For Fans Of: The Lion, The Witch and The Wardrobe The Secret Garden Strange Star

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Page 40

The Many Worlds Of Albie Bright

When Albie's mum dies, it's natural he should wonder where she's gone. His parents are both scientists and they usually have all the answers. Dad mutters something about Albie's mum being alive and with them in a parallel universe. So Albie finds a box, his mum's computer and a rotting banana, and sends himself through time and space to find her...

Author (and why he thinks you should read his book) Christopher Edge

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Page 41

For Fans Of: Time Travelling With A Hamster Phoenix Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe

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Page 42

Journey To The River Sea

It is 1910 and Maia, tragically orphaned at thirteen, has been sent from England to start a new life with distant relatives in Manaus, hundreds of miles up the Amazon. She is accompanied by an eccentric and mysterious governess who has secret reasons of her own for making the journey. Both soon discover an exotic world bursting with new experiences in Journey to the River Sea, Eva Ibbotson's highly colourful, joyous adventure.

Author Eva Ibbotson

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Page 43

For Fans Of: The Jungle Book Floodlands Cogheart

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Page 44

Room 13

Somebody was in there. Somebody - or some thing...There is no room thirteen in the creepy Crow's Nest Hotel, where Fliss and her friends are staying on a school trip. Or is there? For at the stroke of midnight, something peculiar happens to the door of the linen cupboard next to room l2. And something is happening to Ellie-May Sunderland, too - something very sinister...

Author Robert Swindells

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Page 45

For Fans Of: A Monster Calls Eren Clockwork

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Page 46

Five On A Treasure Island

There was something else out on the sea by the rocks - something dark that seemed to lurch out of the waves ...What could it be?' Julian, Dick and Anne are spending the holidays with their tomboy cousin George and her dog, Timothy. One day, George takes them to explore nearby Kirrin Island, with its rocky little coast and old ruined castle on the top. Over on the island, they make a thrilling discovery, which leads them deep into the dungeons of Kirrin Castle on a dangerous adventure. Who - and what - will they find there?

Author Enid Blyton

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Page 47

For Fans Of: The Goldfish Boy The London Eye Mystery The Secret Seven

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Page 48

Street Child

When his mother dies, Jim Jarvis is left all alone in London. He is sent to the workhouse but quickly escapes, choosing a hard life on the streets of the city over the confines of the workhouse walls. Struggling to survive, Jim finally finds some friends...only to be snatched away and made to work for the remorselessly cruel Grimy Nick, constantly guarded by his vicious dog, Snipe. Will Jim ever manage to be free?

Author Berlie Doherty

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Page 49

For Fans Of: The Diamond Of Drury Lane Oliver Twist Kensukeâ&#x20AC;&#x2122;s Kingdon

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Page 50

Percy Jackson And The Lightning Thief

Look, I didn't want to be a half-blood. I never asked to be the son of a Greek God. I was just a normal kid, going to school, playing basketball, skateboarding. The usual. Until I accidentally vaporized my maths teacher. Now I spend my time battling monsters and generally trying to stay alive.

Author Rick Riordan

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Page 51

For Fans Of: Who Let The Gods Out Harry Potter The Hobbit

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Page 52

Millions

Two brothers, Damian and Anthony, are unwittingly caught up in a train robbery during Britain's countdown to joining the Euro. Suddenly finding themselves with a vast amount of cash, the boys have just one glorious, appalling dilemma - how to spend it in the few days before it becomes worthless. Torn between the vices of buying a million pizzas and the virtues of ending world poverty, the boys soon discover that being rich is a mug's game. For not only is the clock ticking - the bungling bank robbers are closing in too. Pizzas or World Peace - what would you choose?

Author Frank Cottrell-Boyce

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Page 53

For Fans Of: Framed The London Eye Mystery Holes

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Page 54

Time Travelling With A Hamster

My dad died twice. Once when he was thirty nine and again four years later when he was twelve. The first time had nothing to do with me. The second time definitely did, but I would never even have been there if it hadn't been for his 'time machine'... When Al Chaudhury discovers his late dad's time machine, he finds that going back to the 1980s requires daring and imagination. It also requires lies, theft, burglary, and setting his school on fire. All without losing his pet hamster, Alan Shearer...

Author (and why he thinks you should read his book) Ross Welford

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Page 55

For Fans Of: The Many Worlds Of Albie Bright Phoenix Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe

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Page 56

Cloud Busting

Despite his Mum's insistence, Sam doesn't want to be friends with Davey, he thinks Davey's a first class, grade A, top of the dung heap moron. But one day Davey saves Sam's life and a bond is formed between them. Sam is still embarrassed to be seen with Davey, but little by little he has to admit, when it's just the two of them, Davey is a lot of fun. But then something terrible happens to Davey...

Author Malorie Blackman

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Page 57

For Fans Of: Wonder The Crossover Inside Out and Back Again

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Page 58

Harry Potter And The Philosopherâ&#x20AC;&#x2122;s Stone

When a letter arrives for unhappy but ordinary Harry Potter, a decade-old secret is revealed to him that apparently he's the last to know. His parents were wizards, killed by a Dark Lord's curse when Harry was just a baby, and which he somehow survived. Leaving his unsympathetic aunt and uncle for Hogwarts School of Witchcraft and Wizardry, Harry stumbles upon a sinister mystery when he finds a three-headed dog guarding a room on the third floor. Then he hears of a missing stone with astonishing powers, which could be valuable, dangerous - or both.

Author JK Rowling

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Page 59

For Fans Of: Who Let The Gods Out Percy Jackson And The Lightning Thief The Hobbit

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Page 60

Kensukeâ&#x20AC;&#x2122;s Kingdom

I heard the wind above me in the sails. I remember thinking, this is silly, you haven't got your safety harness on, you haven't got your lifejacket on. You shouldn't be doing this...I was in the cold of the sea before I could even open my mouth to scream. Washed up on an island in the Pacific, Michael struggles to survive on his own. With no food and no water, he curls up to die. When he wakes, there is a plate beside him of fish, of fruit, and a bowl of fresh water. He is not alone...

Author Michael Morpurgo

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Page 61

For Fans Of: Robinson Crusoe Journey To The River Sea Treasure Island

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Page 62

The Crossover

12-year-old Josh and his twin Jordan have basketball in their blood. They're kings of the court, star players for their school team. Their father used to be a champion player and they each want nothing more than to follow in his footsteps. Both on and off the court, there is conflict and hardship which will test Josh's bond with his brother. In this heartfelt novel in verse, the boys find that life doesn't come with a play-book and it's not all about winning.

Author Kwame Alexander

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Page 63

For Fans Of: Jamie Johnson Cloud Busting Wonder

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Page 64

Matilda

Matilda Wormwood's father thinks she's a little scab. Matilda's mother spends all afternoon playing bingo. And Matilda's headmistress Miss Trunchbull? Well, she's the worst of all. She is a big bully, who thinks all her pupils are rotten and locks them in the dreaded Chokey. As for Matilda, she's an extraordinary little girl with a magical mind - and now she's had enough. So all these grown-ups had better watch out, because Matilda is going to teach them a lesson they'll never forget.

Author Roald Dahl

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Page 65

For Fans Of: Percy Jackson And The Lightning Thief Who Let The Gods Out Harry Potter And The Philosopherâ&#x20AC;&#x2122;s Stone

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Page 66

Phoenix

The supernova is coming ...one boy alone can save the galaxy! Lucky thinks he's an ordinary Human boy. But one night, he dreams that the stars are singing - and wakes to find an uncontrollable power rising inside him. Now he's on the run, racing through space, searching for answers. In a galaxy at war, where Humans and Aliens are deadly enemies, the only people who can help him are an Alien starship crew - and an Alien warrior girl, with neon needles in her hair. Together, they must find a way to save the galaxy. For Lucky is not the only one in danger. His destiny and the fate of the universe are connected in the most explosive way...

Author SF Said

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Page 67

For Fans Of: The Many Worlds Of Albie Bright Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe Percy Jackson And The Lightning Thief

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Page 68

Varjak Paw

Varjak Paw is a Mesopotamian Blue kitten. He lives high up in an old house on a hill. He's never left home, but then his grandfather tells him about the Way a secret martial art for cats. Now Varjak must use the Way to survive in a city full of dangerous dogs, cat gangs and, strangest of all the mysterious Vanishings.

Author SF Said

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Page 69

For Fans Of: The Many Worlds Of Albie Bright Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe Percy Jackson And The Lightning Thief

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Page 70

Charlotteâ&#x20AC;&#x2122;s Web

This is the story of a little girl named Fern who loved a little pig named Wilbur and of Wilbur's dear friend, Charlotte A. Cavatica, a beautiful large grey spider. With the unlikely help of Templeton the rat, and a wonderfully clever plan of her own, Charlotte saves the life of Wilbur, who by this time has grown up to be quite a pig.

Author EB White

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Page 71

For Fans Of: The Sheep Pig The Last Wild Matilda

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Page 72

The Huntress: Sea

In the sky, the fire spirits dance and ripple. Grandma says they showed our Tribe that I'd be a captain, before I was even born. Ever since Ma died, Mouse has looked after her little brother, Sparrow, dreaming of her destiny as captain of the Huntress. But now Da's missing, Sparrow is in danger, and a deathly cold is creeping across Trianukka

Author (and why she thinks you should read her book) Sarah Driver

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Page 73

For Fans Of: The Girl Of Ink And Stars Cogheart Percy Jackson And The Lightning Thief

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Page 74

Aliceâ&#x20AC;&#x2122;s Adventures In Wonderland

T he tale of Alice, who follows a curious White Rabbit down a hole and falls into Wonderland, a fantastical place where nothing is quite as it seems: animals talk, nonsensical characters confuse, Mad Hatters throw tea parties and the Queen plays croquet. Aliceâ&#x20AC;&#x2122;s attempts to find her way home become increasingly bizarre, infuriating and amazing in turn.

Author Lewis Carroll

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Page 75

For Fans Of: Matilda The Secret Garden Harry Potter

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Page 76

The Lion, The Witch And The Wardrobe

Four adventurous siblingsâ&#x20AC;&#x2022;Peter, Susan, Edmund, and Lucy Pevensieâ&#x20AC;&#x2022; step through a wardrobe door and into the land of Narnia, a land frozen in eternal winter and enslaved by the power of the White Witch. But when almost all hope is lost, the return of the Great Lion, Aslan, signals a great change . . . and a great sacrifice.

Author CS Lewis

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Page 77

For Fans Of: Alice In Wonderland The Hobbit How To Train Your Dragon

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Page 78

Artemis Fowl

Twelve-year-old villain, Artemis Fowl, is the most ingenious criminal mastermind in history. His bold and daring plan is to hold a leprechaun to ransom. But he's taking on more than he bargained for when he kidnaps Captain Holly Short of the LEPrecon (Lower Elements Police Reconnaissance Unit). For a start, leprechaun technology is more advanced than our own. Add to that the fact that Holly is a true heroine and that her senior officer Commander Root will stop at nothing to get her back and you've got the mother of all sieges brewing!

Author Eoin Colfer

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Page 79

For Fans Of: Harry Potter Phoenix The Many Worlds Of Albie Bright

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Page 80

Clockwork

Tick, tock, tick, tock! Some stories are like that. Once you've wound them up, nothing will stop them ...A tormented apprentice clock-maker, a deadly mechanical knight in armour - and the sinister Dr Kalmenius, who some say is the devil ...Wind up these characters, fit them into a story on a cold winter's evening, with the snow swirling down, and suddenly life and the story begin to merge in a peculiarly macabre - and unstoppable - way. Almost like clockwork...

Author Philip Pullman

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Page 81

For Fans Of: Cogheart Eren A Monster Calls

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Page 82

The Secret Garden

It was the sweetest, most mysterious-looking place any one could imagine. When spoiled, rude Mary Lennox is sent to live in her uncle's lonely house on the moors, she is miserable and alone. Then one day she discovers the key to a locked garden, and she discovers the beauty that life can offer.

Author Frances Hodgson Burnett

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Page 83

For Fans Of: The Secret Of Nightingale Wood Cogheart A Little Princess

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Page 84

Skellig

When a move to a new house coincides with his baby sister's illness, Michael's world seems suddenly lonely and uncertain. Then he stumbles into the old, ramshackle garage, and finds something magical. A strange creature - part owl, part angel, a being who needs Michael's help if he is to survive. With his new friend Mina, Michael nourishes Skellig back to health, while his baby sister languishes in the hospital. But Skellig is far more than he at first appears, and as he helps Michael breathe life into his tiny sister, Michael's world changes for ever ...

Author David Almond

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Page 85

For Fans Of: Eren A Monster Calls Clockwork

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Page 86

The Girl Of Ink And Stars

Forbidden to leave her island, Isabella dreams of the faraway lands her cartographer father once mapped. When her friend disappears, she volunteers to guide the search. The world beyond the walls is a monster-filled wasteland - and beneath the dry rivers and smoking mountains, a fire demon is stirring from its sleep. Soon, following her map, her heart and an ancient myth, Isabella discovers the true end of her journey: to save the island itself.

Author (and why she thinks you should read her book) Kiran Millwood Hargrave

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Page 87

For Fans Of: The Dreamsnatcher The Lion, The Witch And The Wardrobe Cogheart

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Page 88

The Island At The End Of Everything

Amihan lives on Culion Island, where some of the inhabitants - including her mother - have leprosy. Ami loves her home - with its blue seas and lush forests, Culion is all she has ever known. But the arrival of malicious government official Mr Zamora changes her world forever: islanders untouched by sickness are forced to leave. Banished across the sea, she's desperate to return, and finds a strange and fragile hope in a colony of butterflies. Can they lead her home before it's too late? .

Author (and why she thinks you should read her book) Kiran Millwood Hargrave

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Page 89

For Fans Of: The Dreamsnatcher The Girl Of Ink And Stars A Monster Calls

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Page 90

The Nowhere Emporium

When the mysterious Nowhere Emporium arrives in Glasgow, orphan Daniel Holmes stumbles upon it quite by accident. Before long, the 'shop from nowhere' -- and its owner, Mr Silver -- draw Daniel into a breathtaking world of magic and enchantment. Recruited as Mr Silver's apprentice, Daniel learns the secrets of the Emporium's vast labyrinth of passageways and rooms -rooms that contain wonders beyond anything Daniel has ever imagined. But when Mr Silver disappears, and a shadow from the past threatens everything, the Emporium and all its wonders begin to crumble. Can Daniel save his home, and his new friends, before the Nowhere Emporium is destroyed forever?

Author Ross Mackenzie

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Page 91

For Fans Of: Nedâ&#x20AC;&#x2122;s Circus Of Marvels Harry Potter Cogheart

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Page 92

Oranges In No Manâ&#x20AC;&#x2122;s Land

Since her father left Lebanon to find work and her mother tragically died in a shell attack, ten-year-old Ayesha has been living in the bomb-ravaged city of Beirut with her granny and her two younger brothers. When Granny falls desperately ill Ayesha sets off on a terrifying journey across no man's land to reach a doctor living in enemy territory.

Author Elizabeth Laird

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Page 93

For Fans Of: Once A Long Walk To Water The Island At The End Of Everything

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Page 94

Rooftoppers

Everyone thinks that Sophie is an orphan. True, there were no other recorded female survivors from the shipwreck which left baby Sophie floating in the English Channel in a cello case, but Sophie remembers seeing her mother wave for help. Her guardian tells her it is almost impossible that her mother is still alive, but that means still possible. You should never ignore a possible. So when the Welfare Agency writes to her guardian threatening to send Sophie to an orphanage, she takes matters into her own hands and flees to Paris to look for her mother, starting with the only clue she has - the address of the cello maker. Evading the French authorities, she meets Matteo and his network of rooftoppers - urchins who live in the sky. Together they scour the city for Sophie's mother before she is caught and sent back to London, and most importantly before she loses hope.

Author Katherine Rundell

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Page 95

For Fans Of: The Last Wild The Girl Of Ink And Stars Cogheart

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Page 96

Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe

Allows readers to take a roller coaster ride through the vastness of space and discover the mysteries of physics, science and the universe with George, his new friends next door - the scientist Eric and his daughter, Annie - and a super-intelligent computer called Cosmos, which can take them to the edge of a black hole and back again.

Authors Lucy and Stephen Hawking

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Page 97

For Fans Of: Phoenix The Many Worlds Of Albie Bright Cosmic

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Page 98

Shadow Forest

Samuel Blink is the hero of this story, but he doesn't know it yet. Right now, he and his sister Martha are in the back of his parents car. He has no idea a giant log is about to fall from the sky and change his life forever. He doesn't know that he and Martha will be forced to move to Norway and eat their Aunt Eda's smelly brown cheese. He hasn't the slightest clue Martha will disappear into Shadow Forest. It is a forest full of one-eyed trolls, the sinister huldrefolk, deadly Truth Pixies and a witch who steals shadows - a forest ruled by the evil Changemaker. It is a forest so dangerous that people who enter never return. No. Samuel Blink doesn't know any of this. So don't tell him. It might ruin the book ...

Author Matt Haig

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Page 99

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Page 100

The London Eye Mystery

11.32am. Ted and his sister Kat watch their cousin Salim get on board the London Eye. The pod rises from the ground, high above the city. 12.02am. The pod lands and the doors open. Everyone exits - everyone but Salim. Has he spontaneously combusted? (Ted's theory.) Has he been kidnapped? (Aunt Gloria's theory.) Is he even still alive? (The family's unspoken fear.) Even the police are baffled - so it's up to Ted, whose brain runs on its own unique operating system, to solve this mystery and find Salim. Teaming up with Kat, Ted follows a trail of clues across London - while time ticks dangerously by...

Author Siobhan Dowd

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Page 101

For Fans Of: The Goldfish Boy Wonder The Diamond Of Drury Lane

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Page 102

The Dreamsnatcher

Twelve-year-old Molly Pecksniff wakes one night in the middle of the forest, lured there by a recurring nightmare - the one with the drums and the rattles and the masks. The Dreamsnatcher is waiting. He has already taken her dreams and now he wants her life. Because Moll is more important than she knows...The Oracle Bones foretold that she and Gryff, a wildcat that has always been by her side, are the only ones who can fight back against the Dreamsnatcher's dark magic. Suddenly everything is at stake, and Moll is drawn into a world full of secrets, magic and adventure. .

Author Abi Elphinstone

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Page 103

For Fans Of: Harry Potter The Girl Of Ink And Stars Percy Jackson And The Lightning Thief

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Page 104

Flour Babies

When the annual school science fair comes round, Mr Cartwright's class don't get the soap factory, or the maggot farm, or the exploding custard tins. They get the flour babies - sweet little bags of flour that must be treated gently.

Author Anne Fine

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Page 105

For Fans Of: Millions Ballet Shoes Holes

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Page 106

The Wolves Of Willoughby Chase

Set in 1832, at a time in English history that never happened, when Good King James III was on the throne and the frozen North Country was full of wolves, a little girl called Bonnie was waiting at dusk for her orphan cousin Sylvia to come from London to keep her company, and for the arrival of her new guardian who is in charge when her parents go abroad. The guardian Miss Slighcarp turns out to be as wicked as the wolves that roam outside. She shuts Bonnie in a cupboard, put some orphans inthe dungeons and dismisses all the kind servants. And then she sends Bonnie and Sylvia far away where they would never be found in order to steal their home, but she doesn't know how clever and resourceful the little girls are

Author Joan Aiken

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Page 107

For Fans Of: Wolf Brother Journey To The River Sea Flour Babies

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Page 108

When Hitler Stole Pink Rabbit

That is what happened to Anna in 1933. She was nine years old when it began, too busy to take much notice of political posters, but out of them glared the face of Adolf Hitler, the man who would soon change the whole of Europe â&#x20AC;&#x201C; starting with her own small life.

Author Judith Kerr

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Page 109

For Fans Of: Carrieâ&#x20AC;&#x2122;s War Once The Boy In The Striped Pajamas

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Page 110

How To Train Your Dragon

The story begins in the first volume of Hiccup's How to Train Your Dragon memoirs...Hiccup Horrendous Haddock III was an awesome sword-fighter, a dragon-whisperer and the greatest Viking Hero who ever lived. But it wasn't always like that. In fact, in the beginning, Hiccup Horrendous Haddock III was the most put upon Viking you'd ever seen. Not loud enough to make himself heard at dinner with his father, Stoick the Vast; not hard enough to beat his chief rival, Snotlout, at Bashyball, the number one school sport and CERTAINLY not stupid enough to go into a cave full of dragons to find a pet...It's time for Hiccup to learn how to be a Hero.

Author Cressida Cowell

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Page 111

For Fans Of: Harry Potter The Hobbit The Dreamsnatcher

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Page 112

Pax

Pax was only a kit when his family was killed and he was rescued by 'his boy', Peter. Now the country is at war and when his father enlists, Peter has no choice but to move in with his grandfather. Far worse than leaving home is the fact that he has to leave Pax behind. But before Peter spends even one night under his grandfather's roof he sneaks out into the night, determined to find his beloved friend.

Author Sara Pennypacker

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Page 113

For Fans Of: War Horse Beetle Boy Stig Of The Dump

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Page 114

My Brother Is A Superhero

Luke is a comic-mad eleven-year old who shares a treehouse with his geeky older brother, Zack. Luke's only mistake is to go for a wee right at the wrong time. While he's gone, an alien gives his undeserving, never-read-a-comic-inhis-life brother superpowers and then tells him to save the universe. Luke is massively annoyed about this, but when Zack is kidnapped by his archnemesis, Luke and his friends have only five days to find him and save the world...

Author David Solomons

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Page 115

For Fans Of: Time Travelling With A Hamster Demon Dentist The Astounding Broccoli Boy

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Page 116

Black Powder

England, 1605. 12-year-old Tom must save his father from hanging. He falls in with a mysterious stranger - the Falcon - who promises to help him in exchange for his service. But on the long journey to London, Tom discovers the Falcon's true mission - and a plot to blow up Parliament with barrels of black powder. Tom faces a terrible decision: secure his father's release, or stop the assassination of the king ...

Author Ally Sherrick

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Page 117

For Fans Of: Cogheart Strange Star The Last Wild

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Page 118

Mortal Engines

In a world where moving cities trawl the globe, Tom and Hester have been thrown out of theirs and left them stranded and starving in the wastelands of the Great Hunting Ground. Hester is desperate for revenge while Tom is only desperate to get back on board his beloved London.

Author Philip Reeve

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Page 119

For Fans Of: Cogheart Northern Lights Treasure Island

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Page 120

Strange Star

Switzerland, 1816. On a stormy summer night, Lord Byron and his guests are gathered round the fire. Felix, their serving boy, can't wait to hear their creepy tales. Yet real life is about to take a chilling turn - more chilling than any tale. Frantic pounding at the front door reveals a stranger, a girl covered in the most unusual scars. She claims to be looking for her sister, supposedly snatched from England by a woman called Mary Shelley. Someone else has followed her here too, she says. And the girl is terrified.

Author Emma Carroll

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Page 121

For Fans Of: Frankenstein The Secret Garden The Secret Of Nightingale Wood

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Page 122

Watership Down

A phenomenal worldwide bestseller for over forty years, Richard Adams' spellbinding classic Watership Down is one of the best-loved novels of all time. Set in the beautiful English countryside of the Berkshire Downs, a once idyllic rural landscape, this stirring tale of adventure, courage and survival follows a band of very special rabbits fleeing the destruction of their home by a developer. Led by a stout-hearted pair of brothers, they leave the safety of Sandleford Warren in search of a safe haven and a mysterious promised land, skirting danger at every turn.

Author Richard Adams

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Page 123

For Fans Of: The Wind In The Willows Charlotteâ&#x20AC;&#x2122;s Web Stig Of The Dump

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Page 124

Carrieâ&#x20AC;&#x2122;s War

Albert, Carrie and young Nick are war-time evacuees whose lives get so tangled up with the people they've come to live among that the war and their real families seem to belong to another world. Carrie and Nick are billeted in Wales with old Mr Evans, who is so mean and cold, and his timid mouse of a sister, Lou, who suddenly starts having secrets. Their friend Albert is luckier, living in Druid's Bottom with warm-hearted Hepzibah Green and the strange Mister Johnny, who can talk to animals but not to human beings. Carrie and Nick visit him there whenever they can for Hepzibah makes life exciting and enticing with her stories and delicious cooking. Gradually they begin to feel more at ease in their war-time home, but then, in trying to heal the rift between Mr Evans and his estranged sister, and save Druid's Bottom, Carrie does a terrible thing which is to haunt her for years to come. Carrie revisits Wales as an adult and tells the story to her own children.

Author Nina Bawden

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Page 125

For Fans Of: Once Goodnight Mister Tom The Boy In The Striped Pajamas

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Page 126

Peter Pan

Come Away! Come Away! The Darling children are tucked up in bed when Peter Pan bursts in to their nursery. Peter and his mischievous fairy Tinker Bell entice Wendy and her brothers to fly away with them to a magical world called Neverland. There you can swim with mermaids and play all day with the Lost Boys. But you must watch out for pirates, especially Captain Hook. And how do you find Neverland? Second to the right and straight on till morning of course...

Author JM Barrie

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Page 127

For Fans Of: Cogheart The Jungle Book Treasure Island

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Page 128

The Miraculous Journey Of Edward Tulane

The Incredible Journey meets The Mouse and His Child, an enchanting tale that begs to be read aloud. The magical story of the adventures of a lost toy rabbit from a New York Times bestselling author, twice winner of the Newbery Medal. Abilene loves her blue china rabbit, but Edward Tulane is extremely vain and only loves himself. On a voyage from New York to London, Edward falls overboard and from there finds himself on an amazing journey. He travels with tramps, works as a scarecrow, comforts a dying child ...and finally learns what it is to truly love.

Author Kate DiCamillo

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Page 129

For Fans Of: Peter Pan Varjak Paw The Secret Garden

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Page 130

The Wonderful Wizard Of Oz

Dorothy is a young girl who lives on a Kansas farm with her Uncle Henry, Aunt Em, and little dog Toto. One day the farmhouse, with Dorothy inside, is caught up in a tornado and deposited in a field in the country of the Munchkins.

Author L Frank Baum

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Page 131

For Fans Of: Peter Pan Varjak Paw The Secret Garden

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Page 132

Floodland

In an England covered by water, Zoe lives alone in the island of Norwich, lost by her parents in the rush to escape. Desperate to survive the marauding gangs, she digs a derelict boat out of the mud and makes her way to Eels Island, only to find that this island is dominated by danger too.

Author Marcus Sedgwick

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Page 133

For Fans Of: Cogheart The Island At The End Of Everything Rooftoppers

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Page 134

Boy In The Tower

When they first arrived, they came quietly and stealthily as if they tip-toed into the world when we were all looking the other way. Ade loves living at the top of a tower block. From his window, he feels like he can see the whole world stretching out beneath him. His mum doesn't really like looking outside - but it's going outside that she hates. She's happier sleeping all day inside their tower, where it's safe. But one day, other tower blocks on the estate start falling down around them and strange, menacing plants begin to appear. Now their tower isn't safe anymore. Ade and his mum are trapped and there's no way out...

Author Polly Ho Yen

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Page 135

For Fans Of: Cogheart The Wolf Wilder Rooftoppers

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Page 136

Who Let The Gods Out

Author (and why she thinks you should read her book) Maz Evans

For Fans Of: Roald Dahl Percy Jackson and the Lightning Thief The Many Worlds of Albie Bright

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Beetle Boy

Author (and why she thinks you should read her book) MG Leonard

For Fans Of: James and the Giant Peach The Last Wild Time Travelling With a Hamster

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A Girl Called Owl

Author (and why she thinks you should read her book) Amy Wilson

For Fans Of: The Lion, The Witch and The Wardrobe The Dreamsnatcher The Girl of Ink and Stars

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The Last Wild

Author (and why he thinks you should read his book) Piers Torday

For Fans Of: The Lion, The Witch and The Wardrobe Beetle Boy James and the Giant Peach

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Cogheart

Author (and why he thinks you should read his book) Peter Bunzl

For Fans Of: Northern Lights Harry Potter and the Philosopherâ&#x20AC;&#x2122;s Stone Clockwork

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The Apprentice Witch

For Fans Of: The Worst Witch Harry Potter and the Philosopherâ&#x20AC;&#x2122;s Stone The Lion, The Witch and The Wardrobe

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A Room Full Of Chocolate

Author (and why she thinks you should read her book) Jane Elson

For Fans Of: The Girl Who Walked On Air A Boy Called Hope A Library of Lemons

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The Goldfish Boy

Author (and why she thinks you should read her book) Lisa Thompson

For Fans Of: Wonder Mystery stories The Bubble Boy

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Just Call Me Spaghetti-Hoop Boy

Author (and why she thinks you should read her book) Lara Williamson

For Fans Of: Time Travelling With A Hamster Who Let The Gods Out? The Many Worlds of Albie Bright

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The Bubble Boy

Author (and why he thinks you should read his book) Stewart Foster

For Fans Of: Wonder The Goldfish Boy A Boy Called Hope

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There May Be A Castle

Author (and why he thinks you should read his book) Piers Torday

For Fans Of: The Lion, The Witch and The Wardrobe Beetle Boy A Girl Called Owl

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Wonder

Author RJ Palacio

For Fans Of: The Bubble Boy The Goldfish Boy Firegirl

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Stig Of The Dump

Author Clive King

For Fans Of: Tomâ&#x20AC;&#x2122;s Midnight Garden The Borrowers Skellig

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Once

Author Morris Gleitzman

For Fans Of: Carrieâ&#x20AC;&#x2122;s War Goodnight Mr Tom The Boy in the Striped Pajamas

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Holes

Author Louis Sachar

For Fans Of: Wonder Once Millions

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A Library Of Lemons

Author (and why she thinks you should read her book) Jo Cotterill

For Fans Of: A Room Full of Chocolate The Secret Garden A Girl Called Owl

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Goodnight Mister Tom

Author Michelle Magorian

For Fans Of:

The Boy In The Striped Pajamas Once Carrieâ&#x20AC;&#x2122;s War

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Inside Out & Back Again

Author Thannha Lai

For Fans Of: The Crossover Once Wonder

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The Secret Of Nightingale Wood

Author (and why she thinks you should read her book) Lucy Strange

For Fans Of: The Lion, The Witch and The Wardrobe The Secret Garden Strange Star

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The Many Worlds Of Albie Bright

Author (and why he thinks you should read his book) Christopher Edge

For Fans Of: Time Travelling With A Hamster Phoenix Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe

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Journey To The River Sea

Author Eva Ibbotson

For Fans Of: The Jungle Book Floodlands Cogheart

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Room 13

Author Robert Swindells

For Fans Of: A Monster Calls Eren Clockwork

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Five On A Treasure Island

Author Enid Blyton

For Fans Of: The Goldfish Boy The London Eye Mystery The Secret Seven

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Street Child

Author Berlie Doherty

For Fans Of: The Diamond Of Drury Lane Oliver Twist Kensukeâ&#x20AC;&#x2122;s Kingdon

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Percy Jackson And The Lightning Thief

Author Rick Riordan

For Fans Of: Who Let The Gods Out Harry Potter The Hobbit

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Millions

Author Frank Cottrell-Boyce

For Fans Of: Framed The London Eye Mystery Holes

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Time Travelling With A Hamster

Author (and why he thinks you should read his book) Ross Welford

For Fans Of: The Many Worlds Of Albie Bright Phoenix Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe

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Cloud Busting

Author Malorie Blackman

For Fans Of: Wonder The Crossover Inside Out and Back Again

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Harry Potter And The Philosopherâ&#x20AC;&#x2122;s Stone

Author JK Rowling

For Fans Of: Who Let The Gods Out Percy Jackson And The Lightning Thief The Hobbit

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Kensukeâ&#x20AC;&#x2122;s Kingdom

Author Michael Morpurgo

For Fans Of: Robinson Crusoe Journey To The River Sea Treasure Island

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The Crossover

Author Kwame Alexander

For Fans Of: Jamie Johnson Cloud Busting Wonder

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Matilda

Author Roald Dahl

For Fans Of: Percy Jackson And The Lightning Thief Who Let The Gods Out Harry Potter And The Philosopherâ&#x20AC;&#x2122;s Stone

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Phoenix

Author SF Said

For Fans Of: The Many Worlds Of Albie Bright Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe Percy Jackson And The Lightning Thief

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Varjak Paw

Author SF Said

For Fans Of: The Many Worlds Of Albie Bright Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe Percy Jackson And The Lightning Thief

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Charlotteâ&#x20AC;&#x2122;s Web

Author EB White

For Fans Of: The Sheep Pig The Last Wild Matilda

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The Huntress: Sea

Author (and why she thinks you should read her book) Sarah Driver

For Fans Of: The Girl Of Ink And Stars Cogheart Percy Jackson And The Lightning Thief

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Aliceâ&#x20AC;&#x2122;s Adventures In Wonderland

Author Lewis Carroll

For Fans Of: Matilda The Secret Garden Harry Potter

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The Lion, The Witch And The Wardrobe

Author CS Lewis

For Fans Of: Alice In Wonderland The Hobbit How To Train Your Dragon

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Artemis Fowl

Author Eoin Colfer

For Fans Of: Harry Potter Phoenix The Many Worlds Of Albie Bright

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Clockwork

Author Philip Pullman

For Fans Of: Cogheart Eren A Monster Calls

Reviews

Extract

The Secret Garden

Author Frances Hodgson Burnett

For Fans Of: The Secret Of Nightingale Wood Cogheart A Little Princess

Reviews

Extract

Skellig

Author David Almond

For Fans Of: Eren A Monster Calls Clockwork

Reviews

Extract

The Girl Of Ink And Stars

Author (and why she thinks you should read her book) Kiran Millwood Hargrave

For Fans Of: The Dreamsnatcher The Lion, The Witch And The Wardrobe Cogheart

Reviews

Extract

The Island At The End Of Everything

Author (and why she thinks you should read her book) Kiran Millwood Hargrave

For Fans Of: The Dreamsnatcher The Girl Of Ink And Stars A Monster Calls

Reviews

Extract

The Nowhere Emporium

Author Ross Mackenzie

For Fans Of: Nedâ&#x20AC;&#x2122;s Circus Of Marvels Harry Potter Cogheart

Reviews

Extract

Oranges In No Manâ&#x20AC;&#x2122;s Land

Author Elizabeth Laird

For Fans Of: Once A Long Walk To Water The Island At The End Of Everything

Reviews

Extract

Rooftoppers

Author Katherine Rundell

For Fans Of: The Last Wild The Girl Of Ink And Stars Cogheart

Reviews

Extract

Georgeâ&#x20AC;&#x2122;s Secret Key To The Universe

Authors Lucy and Stephen Hawking

For Fans Of: Phoenix The Many Worlds Of Albie Bright Cosmic

Reviews

Extract

Shadow Forest

Author Matt Haig

For Fans Of: Nedâ&#x20AC;&#x2122;s Circus Of Marvels The Island At The End Of Everything The Many Worlds Of Albie Bright

Reviews

Extract

The London Eye Mystery

Author Siobhan Dowd

For Fans Of: The Goldfish Boy Wonder The Diamond Of Drury Lane

Reviews

Extract

The Dreamsnatcher

Author Abi Elphinstone

For Fans Of: Harry Potter The Girl Of Ink And Stars Percy Jackson And The Lightning Thief

Reviews

Extract

Flour Babies

Author Anne Fine

For Fans Of: Millions Ballet Shoes Holes

Reviews

Extract

The Wolves Of Willoughby Chase

Author Joan Aiken

For Fans Of: Wolf Brother Journey To The River Sea Flour Babies

Reviews

Extract

When Hitler Stole Pink Rabbit

Author Judith Kerr

For Fans Of: Carrieâ&#x20AC;&#x2122;s War Once The Boy In The Striped Pajamas

Reviews

Extract

How To Train Your Dragon

Author Cressida Cowell

For Fans Of: Harry Potter The Hobbit The Dreamsnatcher

Reviews

Extract

Pax

Author Sara Pennypacker

For Fans Of: War Horse Beetle Boy Stig Of The Dump

Reviews

Extract

My Brother Is A Superhero

Author David Solomons

For Fans Of: Time Travelling With A Hamster Demon Dentist The Astounding Broccoli Boy

Reviews

Extract

Black Powder

Author Ally Sherrick

For Fans Of: Cogheart Strange Star The Last Wild

Reviews

Extract

Mortal Engines

Author Philip Reeve

For Fans Of: Cogheart Northern Lights Treasure Island

Reviews

Extract

Strange Star

Author Emma Carroll

For Fans Of: Frankenstein The Secret Garden The Secret Of Nightingale Wood

Reviews

Extract

Watership Down

Author Richard Adams

For Fans Of: The Wind In The Willows Charlotteâ&#x20AC;&#x2122;s Web Stig Of The Dump

Reviews

Extract

Carrieâ&#x20AC;&#x2122;s War

Author Nina Bawden

For Fans Of: Once Goodnight Mister Tom The Boy In The Striped Pajamas

Reviews

Extract

Peter Pan

Author JM Barrie

For Fans Of: Cogheart The Jungle Book Treasure Island

Reviews

Extract

The Miraculous Journey Of Edward Tulane

Author Kate DiCamillo

For Fans Of: Peter Pan Varjak Paw The Secret Garden

Reviews

Extract

The Wonderful Wizard Of Oz

Author L Frank Baum

For Fans Of: Peter Pan Varjak Paw The Secret Garden

Reviews

Extract

Floodland

Author Marcus Sedgwick

For Fans Of: Cogheart The Island At The End Of Everything Rooftoppers

Reviews

Extract

Boy In The Tower

Author Polly Ho Yen

For Fans Of: Cogheart The Wolf Wilder Rooftoppers

Reviews

Extract

Earth and Space

Key Vocabulary

Asteroid – A small rocky body orbiting the sun

Axis – An imaginary line about which a body rotates Celestial – Positioned in or relating to the sky, or outer space as observed in the astronomy Day – A twenty-four hour period, from one midnight to the next, corresponding to a rotation of the earth on its axis Dwarf planet – A celestial body resembling a small planet but lacking certain technical criteria to be classed as a planet e.g. Pluto Geocentric – Where people believed the earth was at the centre of the solar system Heliocentric – Representing the sun as the centre of the solar system, the modern view of the solar system Moon – A natural satellite of any planet Night – The period from sunset to sunrise in each twenty-four

hours Orbit – The regularly repeated oval course of a celestial object around a star or planet Planet – A celestial body moving in orbit round a star Rotation – The action of rotating about an axis or centre

Solar system – The collection of eight planets and their moons in orbit round the sun Star – A fixed luminous point in the night sky which is a large,

remote body like the sun Sun – The star round which planets orbit

Knowledge Organiser for EYFS/KS1 English Phonics and spelling Phoneme

Key Vocabulary A single unit of sound

Diagraph

A type of grapheme where two letters represent one phoneme (sound) e.g. each

Segment Blend

Most of the letters of the alphabet represent consonants; the letters a, e, i, o, u represent vowels The letters a, e, i, o, u A letter, or combination of letters, that corresponds to a single phoneme within a word e.g. ten Break a word into phonemes Put the phonemes back together

Compound word

A word that contains two or more root words e.g. news+paper, ice+cream

Key word/common exception word

A word which can’t be phonetically decoded A prefix is added at the beginning of a word in order to turn it into another word e.g. disappear

Consonants Vowels

Grapheme

Prefix

A suffix is an ‘ending’, used at the end of one word to turn it into another word e.g. teacher

ho ol

Suffix

Words use to check phonic decoding skills which are not real word eg meap e.g. cat/dad Two different words are homophones if they sound exactly the same when pronounced Homophone e.g. hear/here How to help? Useful Links  Practise reading and spelling key words  Use phonics sheets sent in year 1 to practise real and National Curriculum/ Development Matters- both available on pseudo words the school website Letters and sounds- available on the school website  Learn your child’s spellings with them Phonics Play website- a subscription site but has some good  Encourage writing spelling words in sentences phonics games http://www.phonicsplay.co.uk/  Encourage your child to write stories, diaries, letters  Help your child to spot patterns in their spelling words

Pseudo word CVC

Reading (see phonics section for information around decoding)

Key Vocabulary Breaking down a word into different phonemes to help read it

Decoding

Finding information from a text

Retrieval

Saying what will happen next or as a result of something

Inference Deduction

Comprehension

Prediction

Understanding what has been read Making assumptions about what is happening in a text from what you know Using evidence in a text to support an idea

How to help?       

Try not to over correct when you read with your child Read to your child Visit the school’s LRC Visit local libraries Read comics/magazines Let your child see you read Make reading enjoyable- not a battle- let them read what interests them

Useful links

National Curriculum/ Development Matters- both available on the School Website Letters and Sounds document- available on the school website

Grammar Key Vocabulary Used before a noun to make the noun’s meaning more specific e.g. tall, blue

Adjective

Nouns are sometimes called ‘naming words’ because they name people, places and ‘things’ e.g. table, hotel Verbs are sometimes called ‘doing words’ because many verbs name an action that someone does e.g. run, cook

Noun Verb

Asks something Why aren’t you my friend? [question] States a fact or something that has happened e.g. You are my friend. [statement] Something you have to do E.g. Be my friend! [command] When something is exclaimed- start with ‘what’ or ‘how’ E.g. What a good friend you are! [exclamation]

Question Statement Command

ho ol

Exclamation

These modifying the verb e.g. quickly, happily

Adverb

A phrase where an adjective is used before a noun to describe it e.g. blue table, fierce fox

Tense

Shows whether you are writing about the past, present or future

National Curriculum/ Development Matters- both available on the School Website

Writing

Learning a text and repeating it orally by heart Using and adapting a known text Children use what they have learnt and apply it in their own writing Used to show the structure of a text A series of pictures used to help learn a text A story A text which tells about something which has happened A factual text A text which explains how something works How to help? Useful links Ask your child to tell you their Talk for Writing text National Curriculum/ Development Matters- both Practise the actions together available on the School Website curriculum pages Talk for Writing websiteDon’t over correct independent writing- aim for enthusiasm http://www.talk4writing.co.uk/ Develop fine motor skills- threading, hamma beads Letter formation sheets- available in 123 Help at Home Practise letter formation using sheets sent home from Spring term Year 1

Imitation Innovation Independent Application Box up Text map Narrative Recount Report Explanation

Key Vocabulary The main strategy used to teach writing at CPS

Talk for writing

    

Useful links

 

How to help? Remind your child to speak in grammatically accurate sentences Work together on your child’s grammar homework Encourage your child to spot punctuation in their reading books



Noun phrase

Knowledge Organiser for KS2 English Spelling Compound word

Key Vocabulary A word that contains two or more root words e.g. news+paper, ice+cream

Key word

A word which can’t be phonetically decoded

Prefix

A prefix is added at the beginning of a word in order to turn it into another word e.g. disappear

    Reading

A suffix is an ‘ending’, used at the end of one word to turn it into another word e.g. teacher Two words which sound the same but are written differently e.g. here/hear How to help? Useful Links Practise reading and spelling key words National Curriculum - available on the school website Encourage writing spelling words in sentences Encourage your child to write stories, diaries, letters Help your child to spot patterns in their spelling words

Suffix Homophone

Key Vocabulary Breaking down a word into different phonemes to help read it

Retrieval

Finding information from a text

Prediction

Saying what will happen next or as a result of something

Comprehension

Understanding what has been read

Inference

Making assumptions about what is happening in a text from what you know

Deduction

Using evidence in a text to support an idea

ho ol

Decoding

Useful links

How to help?  Read to your child  Visit the school’s LRC or local libraries  Let your child see you read Grammar

National Curriculum - available on the school Website

Key Vocabulary

Noun Pronoun Possessive pronoun

A person, place or thing e.g. cat, man, Mr Morel, England Word that takes the place of a noun e.g. it, he, she Words that demonstrate ownership e.g. His, her, their

Verb

A doing or being word e.g. jump, run, am, was

Adjective

Used before a noun to make the noun’s meaning more specific e.g. tall, blue

Auxiliary Verb

A verb that helps the sentence make sense e.g. They have been swimming

Question Statement Command Exclamation Noun phrase

These modifying the verb e.g. quickly, happily Linking ideas across paragraphs using adverbials of time [e.g. later], place [e.g. nearby] and number [e.g. secondly] or tense choices [e.g. he had seen her before] Words or phrases at the beginning of a sentence, used to describe the action that follows e.g. Later that day, I heard the bad news Asks something e.g.: Why aren’t you my friend? States a fact or something that has happened e.g. You are my friend. Something you have to do e.g. Be my friend! When something is exclaimed- start with ‘what’ or ‘how’ e.g. What a good friend you are! A phrase where an adjective is used before a noun to describe it e.g. blue table, fierce fox

Tense

Shows whether you are writing about the past, present or future

Clause

A group of words which contains a verb

Adverbial Fronted adverbials

Adverb

An auxiliary verb that expresses necessity or possibility e.g. might, should, will, must

Modal verb

Relative clauses

Direct speech

Clauses that begin with who, which, where, when, whose, that, or an omitted relative pronoun Typically introduced by a conjunction, that forms part of and is dependent on a main clause (e.g. ‘when it rang’ in ‘she answered the phone when it rang’). Writing down the part being spoken e.g. Rachel shouted loudly “Watch out!”

Indirect/ reported speech

Summarising what has been said e.g. He said they'd already eaten when he'd arrived.

Speech marks

Punctuation used around the part being spoken e.g. The conductor shouted, “Sit down!”

Determiner

A modifying word that determines the kind of reference a noun or noun group has e.g. a, the, every.

Synonyms and Antonym

Synonym: words meaning the same e.g. beautiful/pretty Antonym: words meaning the opposite e.g. awful/wonderful

Subjunctive forms

Used in formal writing and speech e.g. If I were or Were they to come

Conjunctions

A word used to connect clauses or sentences e.g. when, before, after, while, so, because

Parenthesis: brackets, dashes or commas

A word or phrase inserted as an explanation or e.g. He finally answered (after taking five minutes to think) the question.

Preposition

A word which shows the relationship between two nouns in a sentence e.g.: The book under the table

Semi-colon

To mark the boundary between independent clauses e.g. It’s raining; I’m fed up

ho ol

Subordinate clause

Term used to describe the grammatical means by which sentences and paragraphed are linked and relationships between them established. To affect the presentation of information in a sentence e.g. ACTIVE: I broke the window in the greenhouse PASSIVE: The window in the greenhouse was broken (by me). Indicates an intentional omission of a word, sentence, or whole section from a text to create suspense e.g. The door opened … How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

Cohesion

Passive/active Ellipsis

Hyphens

The subject is the person or thing doing something, and the object is having something done to it.

Colon

Used to introduce a list, a quotation, or an expansion or explanation e.g. The role of the colon is simple: to introduce.

Instead of the simple past e.g. He has gone out to play = He went out to play

How to help? Remind your child to speak in grammatically accurate sentences



To show ownership (e.g. the boy’s cat) or to indicate the omission of a letter to contract a word e.g. does not becomes doesn’t

Apostrophes for possession or contraction/ omission Present perfect form of verbs

Subject, object

National Curriculum- available on the School Website

Talk for writing Imitation Innovation

Writing

Useful links

Independent Application Box up Text map   

Key Vocabulary The main strategy used to teach writing at CPS Learning a text and repeating it orally by heart Using and adapting a known text

Children use what they have learnt and apply it in their own writing Box up: used to show the structure of a text Text map: pictures used to help learn a text How to help? Useful links Ask your child to tell you their Talk for Writing text National Curriculum - available on the School Website Talk for Writing website-http://www.talk4writing.co.uk/ Practise the actions together Don’t over correct independent writing- aim for enthusiasm

E-Safety Knowledge Organiser KS2 SAFE Keep safe by being careful not to give out personal information when you’re chatting or posting online. Personal information includes your email address, home address, phone number and password. MEETING Meeting someone you have only been in touch with online can be dangerous, so it’s not a good idea. Only do so with your parents’ or carer’s permission and even then only when they can be present. Remember online friends are still strangers even if you have been talking to them for a long time. ACCEPTING Accepting emails, IM messages, or opening files, pictures or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages! RELIABLE Someone online might lie about who they are. If you are chatting online it’s best to only chat to your real world friends and family. Information on the internet may not be true. Always check information with other websites, books or someone who knows. TELL Tell your parent, carer, trusted adult or Childline 0800 1111 if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.

Retrieval quiz

E-Safety Knowledge Organiser KS1 SAFE Always ask an adult before you use a computer or mobile device. Keep safe by not giving out personal information like your password.

BEHAVIOUR Always be nice when talking to people on the computer. Send polite messages.

RELIABLE If you are chatting online itâ&#x20AC;&#x2122;s best to only chat to your real world friends and family. Information on the internet may not be true. Always check information with other websites, books or someone who knows.

TELL Tell your parent, carer or a trusted adult if someone or something on the computer makes you feel uncomfortable or worried.

Retrieval quiz

Forces

Key Vocabulary Air resistance – A force that is caused by air with the force acting in the opposite direction to an object moving through the air

Force – A push or pull upon an object resulting from its interaction with another object Friction – The resistance that one surface or object encounters

when moving over another Gears – A toothed wheel that works with others to alter the

Balanced Force

relation between the speed of a driving mechanism (e.g. engine)

and the speed of the driven parts (e.g. the wheels) Gravity – The force that attracts a body towards the centre of the earth Levers – A rigid bar resting on a pivot that is used to move a heavy or firmly fixed load Mass – The weight measured by an objects acceleration under a given force or by the force exerted on it by gravity Pull force – To draw or haul towards oneself or itself, in a

Unbalanced Force

particular direction Pulleys – A wheel with a grooved rim around that changes the direction of a force applied to the cord

Push force – To move something in a specific way by exerting force Water resistance - A force that is caused by water with the

force acting in the opposite direction to an object moving through the water

This is a glossary of words that you should expect to hear in class or written in your feedback. Try to learn them.

Punctuation and Grammar Knowledge Organiser

3. 4. 5.

6. 7. 8.

Grammar Parts of Speech

Verb: a ‘doing’ or ‘being’ word. The cat sits on the mat. I ran to the shop. Did you feel happy about that? Modal verb: a type of helping verb that is used to express The leaves were blowing in the wind. necessity or possibility; (e.g. must, shall, will, should, would, I must go now. can, could, may, and might). Noun: an object or thing. I collapsed into the chair. The television was very loud. The house was for sale. Proper noun: name of a specific individual person, place, or Jessica was very tired. Mr Jones couldn’t believe it was Monday again! organisation, spelled with an initial capital letter London is a popular city to visit. Our school is called Ysgol Dyffryn Aman. Common noun: names of general items I bought apples, shoes and a pencil case when I went shopping. Abstract noun: something you cannot see, hear, touch, taste, The boy felt anxious before his exam. The judge wanted to hear the truth. or smell He wondered if danger lay ahead. Pronoun: a word used instead of a noun She was ready to begin. They arrived just on time. I hope that the food is ready. His shoes are dirty. There is a room with two beds in it. Adjective: a word that describes a noun The playful puppy barked. The green door opened. The day was hot. Adverb: a word to modify a verb Tommy shouted loudly. Action adverb: provide more information about how a verb The boy folded his clothes neatly. is done I politely opened the door for my grandmother. Time adverb: provides more information about when a verb Yesterday, we bought a new car. takes place I haven’t been going to the gym lately. Place adverb: show where the verb is happening I searched everywhere. They built a house nearby. Frequency adverb: show how often the verb is done Chloe rarely eats fast food these days. We always go to the cinema on the weekend. Preposition: word used to link nouns, pronouns, or phrases to The sun is above the clouds. It’s dangerous to run across the road. other words within a sentence; (e.g. after, in, to, on, and with) She pulled down the blind. The pen is in the drawer. Conjunction: used to connect words, phrases, clauses, or I have two goldfish and a cat. I want to stay in bed but I have to go to school. sentences I’m getting good grades because I’m studying hard. Connective phrases: used to connect words phrases, clauses In particular, … Of course, … It would seem … to show that … or sentences On the other hand, … In the end, … To take the case of …

Parts of Sentences

1. 2.

Clause: a clause is a group of words that contains a verb Main clause: a clause that can form a complete sentence standing alone.

Subordinate clause: A subordinate clause is one that cannot stand alone as a complete sentence.

Sentence: a group of words, usually containing a subject and a verb. It must start with a capital letter, make complete sense and end with a full stop, (or if appropriate a question mark or exclamation mark). Simple sentence: a sentence made of one main clause The wind blew violently. Compound sentence: a sentence with two main clauses joined together. The wind blew violently and the trees shook in fear. Complex sentence: a sentence with a main clause and a subordinate Although the sky was a polished blue, the wind blew violently clause joined together through the terrified trees.

2. 3. 4.

Sentences

The cat sat on the mat. I screamed. Once Adam saw the spider Until I have my first cup of coffee

Punctuation and Effect

1. 2. 3. 4. 5. 6.

Full stop: . Capital letter: e.g A Comma: , Question mark: ? Exclamation mark: ! Semi-colon: ;

Colon: :

8. 9. 10.

Hyphen: Ellipsis: … Bracket: ( )

Speech marks: “…” Used to show conversation between people. Remember to take a new line each time a different person speaks. Remember to use a comma to separate the words spoken from the speech verbs e.g. She yelled, “Hey, give me that back!” or “Wait,” he called.

Used to mark the end of a sentence. Used to show the start of a sentence or to show a proper noun. Used to show a list, to create a complex sentence and in dialogue. Used to show a question has been asked. Used to show strong feelings or high volume. Used to join two main clauses that are closely linked (instead of a conjunction). Or, between items in a list or series if any of the items contain commas. Use to introduce a list, before a quotation, or between two clauses where the second clause explains the first. E.g. That is the secret of my extraordinary life: always do the unexpected. Use to join linked words or ideas e.g. fire-proof, or to add extra detail e.g. The holiday was wonderful – it was so hot! Use to show where words have been left out. It can help create suspense e.g. Then all I could see were shadows … Use to show extra information e.g. The café, (which was usually so quiet), was surprised by the busy lunch hour rush.

Dialogue

History â&#x20AC;&#x2DC;Cheat Sheetsâ&#x20AC;&#x2122; Starting points for KS2 statutory and optional units

Initial information and guidance for teachers for each unit of Key Stage 2 History

Michael Tidd & others, 2015

About the Resources These sheets were prepared during 2014-15 to support schools in preparing to teach new and unfamiliar units of History. I am hugely grateful to the individuals who helped by sharing their expert knowledge to create many of the topic sheets. These were: Kim Biddulph of SchoolsPreHistory.co.uk (units 1 and 9); Tim Taylor of Imaginativeinquiry.co.uk (unit 2), Jo Pearson of Teamworks TSA (unit 5), Ilona Aronovsky, archaeologist (unit 7), Rich Farrow of St Marks School, Stockport (units 10 and 11) and Alison Leach of ks2history.co.uk (unit 12) All of the authors have kindly agreed to share their work under a creative commons licence to allow schools to make use of the materials freely. If you want to adapt the material, please ensure you comply with the licence by acknowledging the original authors. Michael Tidd Except where otherwise indicated, this work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License.

Contents

Unit 1 – Pre-history

Page 4

Unit 2 – Roman Britain

Page 6

Unit 3 – Anglo-Saxons & Scots

Page 8

Unit 4 – Anglo-Saxons & Vikings

Page 10

Unit 5 – Ancient Greece

Page 12

Unit 6 – Ancient Sumer

Page14

Unit 7 – Indus Valley

Page 16

Unit 8 – Ancient Egypt

Page 18

Unit 9 – Shang Dynasty of Ancient China

Page 20

Unit 10 – Early Islamic Civilization

Page 22

Unit 11 – Mayan Civilization

Page 24

Unit 12 – Benin, West Africa

Page 26

Michael Tidd & others, 2015

Sheet produced by Kim Biddulph

Unit 1: Prehistoric Britain 800,000BCE – 43CE

← Pre-inhabitance

Roman Britain →

Period Overview The Stone Age, Bronze Age and Iron Age covers 98% of human history in Britain. The evolution of humans from the earliest hominins to Homo sapiens occurred in this period. Some of the major advances in technology were achieved during this period, including the control of fire, agriculture, metalworking and the wheel. The earliest sign of humans is marked by footprints of Homo antecessor on a beach at Happisburgh in Norfolk dated to 800,000 years ago. Traditionally the end of the Iron Age is marked by the second Roman invasion under Claudius in 43CE. The useful term prehistory was coined by a Scottish archaeologist, Daniel Wilson, in 1851 to refer to this time before written history. The main way to study this period is through archaeology.

Life in Prehistoric Britain

Changing Times

For most of prehistory people who lived in Britain were hunter-gatherers. During the Ice Ages they hunted woolly mammoth, reindeer and wild horses and, as the climate warmed, new species such as red deer, roe deer, aurochs (wild cattle) and wild pig. The warmer climate also brought more plant life to forage, including fruit, nuts, berries, mushrooms and leafy plants. During the Ice Age people were very mobile. The same people roamed from the south of France to the Peak District. In the warmer phase that followed, rich returning plant and animal life meant that groups did not have to move around quite as much and may have had very small territories, perhaps around a single lake. When farming was introduced people still moved around, this time with cows, pigs and sheep in tow. Communities came together regularly to feast, exchange gifts and perhaps marriage partners. Significant places in the landscape were elaborated with stone or earth monuments, often associated with the dead. There were times when an elite seem to have held power, such as the Early Bronze Age, but other periods were more egalitarian.

During the first 790,000 years of human activity in Britain, the climate oscillated between Ice Ages and interstadial warm stages. Britain was usually connected to the continent by a land bridge, but this was periodically flooded. The last time this happened was 6000BCE. The earliest hearth in Britain was found at Beeches Pit in Suffolk, and also dates to about 400,000 years ago, possibly tended by Neanderthals. Homo sapiens (us) arrived around 30,000BCE. The end of the last Ice Age was about 10,000BCE. Agriculture was developed in the Near East soon after but wasn't adopted in Britain until 4000BCE, and then only piecemeal. Britain was quicker on the uptake with metalworking. Copper was used on the continent from 3000BCE or earlier, and spread to Britain by about 2300 BCE. The addition of tin to make bronze was then exported from Britain back to the continent. Proper mixed farming with crops, permanent settlements and fields kicked in during the Middle Bronze Age for most areas of England. Iron working took a couple of centuries, from 800-600BCE, to overtake the use of bronze as it took skill to make better blades.

Possible Enquiry Questions

Key Individuals

      

Would you like to be a hunter-gatherer or a farmer? Why did people build Stonehenge? Did the Beaker folk really exist? Who were the kings and queens in prehistory? Barrows, bogs and druids: what did people believe in prehistory? Which is better, bronze or iron? Did Celts ever come to Britain?

 Swanscombe woman – three parts of a cranium of a Neanderthal woman c. 400,000-350,000BCE  Red Lady of Paviland – actually a young man buried in a cave in South Wales c. 26,000BCE  Amesbury Archer – visitor from the Alps buried with earliest bronze near Stonehenge c. 2300BCE  Wetwang tribal queen - buried with a spectacular chariot in a Yorkshire village c. 200BCE  Lindow Man – sacrificed in a religious ceremony and placed in a bog in Cheshire c. 40CE

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events: Stone Age:

Skara Brae, Neolithic village in Orkney1

What have Prehistoric people ever done for us? Most of the major technological achievements were made during the prehistoric period, such as control of fire, metalworking and farming, without which our modern life would not be possible. British culture, though disturbed and modified by incursions of Romans, Anglo-Saxons and Vikings, was also forged in this period, and one prominent archaeologist, Francis Pryor, believes it is essentially the same. “I genuinely believe that the British belief in individual freedom has prehistoric roots.”

Palaeolithic to 10,000 BCE Mesolithic to 4000 BCE Neolithic to 2300 BCE Bronze Age: 2300 BCE to 800 BCE Iron Age: 800 BCE to 43 CE All dates below are approximate 800,000 BCE Earliest footprints in Britain 400,000 BCE Earliest hearth in Britain 10,000 BCE End of the last Ice Age 6000 BCE Land bridge to Europe flooded 4000 BCE Adoption of agriculture 3000 BCE Stonehenge started 3000 BCE Skara Brae built 2300 BCE Bronze working introduced 1600 BCE Stonehenge abandoned 1500 BCE Villages and mixed farming 1200 BCE First hillforts 800 BCE Ironworking introduced 120 BCE Coins introduced from Europe 100 BCE Belgae arrived from Europe 80 BCE Roman amphorae imported 54 BCE First Roman invasion (Julius Caesar) 43 CE Second Roman invasion (Claudius)

Big Concepts The nature of the evidence for prehistory is essentially material, rather than written. It is the record of human impact on the landscape and the artefacts they made, used and left behind. The development of the economy from a mobile hunter-gatherer lifestyle to settled farming, contrasting long-distance trade and gift exchange to the adoption of coinage can all be explored in this period. The extent of a hierarchy fluctuates throughout prehistory. Religious activities range from building monuments to depositing objects in wet places.

Broader Context            

Hominins evolve in East Africa c. 2.5 mya Homo erectus travels out of Africa c.1.8mya Homo sapiens evolves in East Africa c. 200 kya Homo sapiens travels out of Africa c. 60kya Agriculture developed in Near East c. 10,000 BCE Agriculture spreads to Germany c. 6000 BCE Bronze working starts in the Near East c.3000 BCE First Egyptian pyramid built c. 2600 BCE Ancient Greek civilisation starts c. 500 BCE Philip II of Macedon issues coinage 359 BCE Romans conquer Greece 133 BCE Romans conquer Gaul (France) 55 BCE

Further Information:

Places to Visit: There are hillforts, barrows, cairns and stone circles on public land across England as well as plenty of collections in local, regional and national museums. Possible visit sites include:  Cresswell Crags, Nottinghamshire  Butser Ancient Farm, Hampshire  Bodrifty Iron Age Settlement, Cornwall  Museum of the Iron Age, Hampshire  Flag Fen, Cambridgeshire

BBC Pre-History:

http://bit.do/BBCprehistory

British Museum :

http://bit.do/BritishMuseum1

Pastscape: Schools Prehistory:

http://pastscape.org.uk/ http://bit.do/schprehistory

English Heritage Pre-History Teachers’ Kit: http://bit.do/EnglishHeritage1

Skara Brae [http://bit.do/SkaraBrae] image by John Burka is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. The licence can be viewed at http://creativecommons.org/licenses/by-sa/3.0/

Sheet produced by Tim Taylor

Unit 2: Roman Britain ← Stone, Bronze & Iron Ages

43CE – 410CE

Anglo-Saxons & Scots →

Period Overview Roman Britain was a province of the Roman Empire from 43 to 409. Before the invasions the tribes of Britain had already established cultural and economic links with continental Europe, but the Roman invaders introduced new developments in agriculture, urbanisation, industry, and architecture. After the initial rebellions of Caratacus and Boudicca, the Romans controlled the lands south of Hadrian’s wall in relative peace & a distinctively RomanoBritish culture developed. From 400 Britain suffered repeated attacks from barbarian invasions and in c. 409 Roman officials departed. Over the next 150 years most of the Roman cities fell into ruins, nevertheless, the legacy of Roman rule was felt for many centuries.

Roman invasions & revolt

“Romanisation” of Britain

After Julius Caesar’s failed invasions of 55 & 54 BC, a successful Roman invasion, led by Aulus Plautius landed in 43. Ordered by Claudius, Plautius’ forces quickly took control of the country, building alliances with local tribes. During the early years after the invasions the tribes of Wales (initially led by Caratacus) proved difficult to defeat & occupied much of the Roman army. In 60, while Governor Gaius Suetonius Paulinus was campaigning in Wales, a rebellion started in the SE of England, led by Queen Boudicca, widow of Prasutagus, king of the Iceni. The Iceni, who felt betrayed by the new emperor, Nero, attacked first Colchester, then London, and then St Albans, leaving between seventy & eighty thousand people dead. Paulinus on hearing the news led his army back to England and met Boudicca’s Iceni forces at the Battle of Watling Street. Despite being massively outnumbered the superior battle discipline of the Roman army won the day and the Iceni forces were scattered. Gradually the Roman administration took firm control of the south of the British Isles, although they never defeated the tribes of Scotland.

Trade: During the Roman period Britain’s continental trade was principally directed across the Southern North Sea and Eastern Channel. Imports included: coin, pottery, olive oil, wine, olives, salt fish, & glass. Exports (more difficult to prove archeologically): metals (silver, gold, lead, iron & copper), salt & agricultural products. Economy: Mining very important & agriculture. By the 3rd century, Britain's economy was diverse and well established. Government: Country run by Governor, whose role was primarily military, but also maintaining diplomatic relations with local client kings, building roads, ensuring the public courier system functioned, supervising the civitates & acting as a judge in important cases. Settlements: Romans established a number of important settlements, many of which still survive. They introduced the idea of a town as a centre of power and administration. Religion: Druids outlawed by Claudius, however, Britain’s continued to worship Celtic deities. Christianity introduced to Britain in c. 200.

Possible Enquiry Questions

Key Individuals

  

 

Social: How did the Roman invasions change the way people lived, traded and socialised? Cultural: How did the Roman invasions affect the cultural development of Britain? Political: What were the political issues surrounding the invasion? Historical: What effects did the Roman invasions have? Environmental: How did the Roman invasions change the British landscape?

 Aulus Plautius – General who led Roman invasion army in 43  Claudius – Emperor who ordered the invasion  Gaius Suetonius Paulinus – 1st Governor  Prasutagus – King of the Iceni  Boudicca – Queen of the Iceni  Hadrian – Emperor who orders the building of the wall between Scotland & Roman Britain  Tacitus – Roman historian who writes an account of the Iceni revolt.

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events:

Statue of Boudicca in Westminster2 9

Oracle Bone image [http://bit.do/OracleBone] by BableStone is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. The licence can be viewed at http://creativecommons.org/licenses/by-sa/3.0/

National Curriculum: Roman Empire and its impact on Britain: Could include:Julius Caesar’s attempted invasion in 55-54 BC- the Roman Empire by AD 42 and the power of its army- successful invasion by Claudius and conquest, including Hadrian’s Wall- British resistance, e.g. Boudicca- “Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity.

54BC Julius Caesar’s invasion attempt 43 Successful invasion ordered by Claudius 51 Defeat of Caratacus 61 Iceni revolt led by Boudicca 122 Construction of Hadrian’s wall 200 Introduction of Christianity 306 Constantine proclaimed emperor in York 406 Suevi, Alans, Vandals and Burgundians attack Gaul, and break contact between Rome and Britain: Remaining Roman army in Britain mutinies 408 Devastating attacks by the Picts, Scots and Saxons 409 Britons expel Roman officials and fight for themselves 410 Britain is independent 440-500 Civil war and famine in Britain; Pictish invasions: Many towns and cities are in ruins. c. 480 – 550 Arrival of Anglo-Saxons Ref: Ancient History.com & Wikipedia

Further Information: Themes: 

Roman army – legions, training, weapons, armour, tactics, discipline  Roman worship – gods, temples, rituals  Architecture, cities, villas, embellishments (jewellery, art etc).  Technology – roads, machines, heating, aqueducts, buildings  Entertainment – Gladiators, chariots, plays  Iceni – Settlements, tribes, religion, weapons, jewellery, buried treasure Ref. for a mind map & further planning visit: imaginative-inquiry.co.uk

Places to Visit: There are many sites, famous & otherwise scattered around the Britain, these a just a few:  Hadrian’s Wall - The North  Bath, South West  Colchester, East Anglia  British Museum, London  Senhouse Roman Museum, North West  Chester – Welsh borders  Corinium Museum – South West

 2

General background: Encyclopaedia Britannica – eb.com BBC – Historical Figures Encyclo – Online Encyclodpedia BBC Primary History: Romans BBC History: Romans Timeline – Romans in Britain Celts & Iceni: British Celtic Nobles of the early Roman Era Romans: History of Ancient Rome – History Learning Site Media: BBC – Battlefield Britain: Boudicca Revolt 61AD – Caution, please watch this first to judge if it is suitable for your students, as it does contain some graphic descriptions of violence. BBC – Horrible histories: Boudicca Decisive Battles: Boudicca Revolt – Computer animation retelling of the defeat of the Iceni army. Again please use with caution, some descriptions of violence. BBC Learning Zone - Boudicca's Attack on Colchester BBC – In our time Podcast

Flag Fen, Cambridgeshire

Boudicca statue image [http://bit.do/boudicca] by BableStone is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. The licence can be viewed at http://creativecommons.org/licenses/by-sa/3.0/

Unit 3: Anglo-Saxons & Scots in Britain 410CE – 800CE

← Roman Britain

Anglo-Saxon & Viking Britain →

Period Overview The Anglo-Saxon period is usually considered to begin from around 410 following the withdrawal of the Romans from Britain, although some Saxon incursions had taken place earlier. The Anglo-Saxons came from modern-day areas of northern Germany, southern Denmark and the borders of the Netherlands. Tradition also suggested that some invasions of Gaels from the north or Ireland had taken place on the west coast of Scotland, although more recent findings indicate that there is no evidence for such an invasion, and that rather the Scot cultures existed alongside one another in the two modern nations, sharing a common language. The Anglo-Saxon period in England extended over 600 years, right up to the invasion of William the Conqueror in 1066.

Life in Anglo-Saxon Britain

Changing Times

Many of the Anglo-Saxon settlers came to Britain seeking land to farm, having previously lived in frequently-flooded areas of northern Europe. The majority of the influx took place after the departure of the Romans, although in many cases Anglo-Saxons did not occupy existing Roman settlements but rather developed their own more rural settlements. Families usually lived all under one roof in small communities living in wooden houses with thatched roofs. During this period most communities were self-sufficient with relatively little trade between communities, although this changed significantly by the later Anglo-Saxon period. There were craftsmen, and some evidence has been found of things including pottery from the early Saxon period. The residents of Britain were largely pagans at the start of the period, although Christianity was brought to the islands particularly in the 7th Century. Common clothing included tunics for men, and longer robes for women. Popular drinks included beer and mead, which were brewed and therefore much safer to drink that water. A common diet was made up of bread and items such as eggs and cheese.

In the years after the departure of the Romans from Britain, Angles and Saxons from Germany and Jutes from Denmark settled in various places across what is now England. In the past it was thought that these were all invasions, but more recent historians suggest that coexistence was agreed, although with Celtic Britons becoming ‘lesser’ citizens. Originally settling in small communities they gradually developed into larger kingdoms, and by the middle of the 6th Century there were 7 main kingdoms in England, stretching from Northumbria in the north, to Wessex on the south coast. During this period, Christianity was first brought to England by St Augustine in 597, and spread widely over the following centuries. By the last 8th Century power had begun to centralise with stronger kingdoms either over-taking or combining with others, such that by 757 Offa – king of Mercia – became King of the whole of England below the River Humber. It is Offa after whom the defensive ditch on the Welsh borders – Offa’s Dyke – is named. Much of what we know of this period comes from a history of the English church and people written by a monk named Bede.

Possible Enquiry Questions

Key Individuals

       

Where are English people from? Are all English people immigrants? Who was the first king of England? Was England always a Christian country? Why isn’t England part of the Roman Empire today? Who wrote history books in Anglo-Saxon times? Who was buried at Sutton Hoo? Was King Arthur real?

 St Augustine – Christian missionary considered to be responsible for the widespread adoption of the faith  King Aethelbert –King of Kent who created the first Germanic law code in the early 7th Century  King Offa – King of Mercia, and of most of England in mid 8th Century  King Arthur – possibly mythical King of Wessex, acclaimed for defeating Saxon expansion  Bede – monk in a Northumbrian monastery who wrote a history of the English church and people

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events:

Staffordshire Hoard of Anglo-Saxon gold3

What have the Saxons ever done for us? One of the most obvious legacies of the post-Roman period is the language we use. English has its roots in Old English which was spoken during the time of the Saxons. Many words that we use today are based on Saxon original words, including the days of the week. Also, the administration of England is still very much based on Saxon lines in lots of cases. The modern counties are often based on – sometimes even identical to – old Saxon shires. Also, many county courts are still based in the same place as a court from Saxon times.

Big Concepts Traditionally the Anglo-Saxon period has been thought of as a series of invasions. However, more recently historians have doubted this simple narrative, explaining that some settlements may have been far more peaceful. It also makes a very good unit in which to consider the values of Britishness, in the context of both our island nation, and the many centuries of immigration

Places to Visit: Many local museums will have information and artefacts from the Saxon period. Possible visit sites include:  Tatton Park, Cheshire  Sutton Hoo, Suffolk  Butser Ancient Farm, Hampshire  Alice Holt Forest, Hampshire  West Stow Anglo-Saxon Village, Suffolk

All dates below are approximate: 350 CE Some arrivals from north Europe 410 CE Last Romans leave Britain 430 CE First Christian church in Britain is built in Whithorn, Scotland 450 CE German Saxons settle in Kent 516 CE Battle of Mount Badon 570 CE Heptarchy* emerges in England 597 CE St Augustine brings Christianity to England from Rome 600 CE First Law Code written in English in Aethelbert’s kingdom in Kent 613 CE Northumbrian kings rule over most of England 664 CE Synod of Whitby held 731 CE Bede completes ecclesiastical history 757 CE Offa becomes king of Mercia and arguably first king of all England 789 CE First recorded Viking attack (Dorset) 793 CE Viking attack on Lindisfarne *The Heptarchy refers to the seven kingdoms of Northumbria, Mercia, East Anglia, Essex, Sussex, Wessex and Kent

Broader Context  Vandals sack Rome, 455  Romulus Augustus, last Western Roman Emperor forced to abdicate, 475  Mohammed is born (Muslim prophet) c.570  Sui Dynasty in China, 581  Tang Dynasty in China, 618 (to 907)  Synod of Whitby, 663  Jerusalem captured by Arab army, 638  Arabs and Berbers invade Spain, 711  Beginning of Abbasid Caliphate, 750  Charlemagne crowned Holy Roman Emperor, 800

Further Information: BBC Anglo-Saxons:

http://bit.do/bbcsaxon

Ashmolean Museum :

http://bit.do/ashsaxon

British Museum: Staffordshire Hoard:

http://bit.do/bmsaxons http://bit.do/shoard

Primary Homework Help: http://bit.do/phhsaxons Early British Kingdoms:

http://bit.do/ebk

Staffordshire Hoard [http://bit.do/hoard] image by David Rowan is licensed under a Creative Commons Attribution 2.0 Generic License. The licence can be viewed at https://creativecommons.org/licenses/by/2.0

Unit 4: Anglo-Saxons & Vikings in Britain ← Anglo-Saxons & Scots in Britain

790CE – 1066CE

Medieval Britain →

Period Overview The Anglo-Saxon period has been broken into two parts in the National Curriculum, differentiating between the periods before and after the main Viking invasions. Several Viking raids took place during the 8th Century, with increasing numbers towards the end of the century. The period is often considered to have begun with the raiding of Lindisfarne in 793. Vikings were largely from Denmark, Norway and Sweden and it is not known for certain why they began to raid other lands and settle in places such as England. Within a century Vikings had taken over large parts of the land in northern England, although failed to over-rule the large kingdom of Wessex. By 884, after years of battles, a treaty was agreed that left Vikings ruling over ‘Danelaw’ in the north of England.

Life in Saxon & Viking Britain

Changing Times

Vikings have traditionally had a fierce reputation as invaders and for violent attacks. While these are not entirely unfounded, there is certainly evidence that some attacks – including that at Lindisfarne in 793. The Vikings occupied much of north-eastern England, including their stronghold of York. We now know that the city was a busy place with up to 15,000 inhabitants. Gradually as the Vikings spread, in between skirmishes with Saxons elsewhere in England, the Viking farming, language and laws spread across the north and east. Traditional Viking families had men working the land, with a wife taking care of the home and of the family valuables. Clothes and housing were not dissimilar from those in the rest of England. There was little furniture in the single-room homes and certainly no bathroom – most families used a cesspit for discarding waste. When they first arrived, most Vikings followed pagan religions, but soon converted to Christianity as they became settled in England. With some invasions in the 10th Century, invaders were bought off with silver, known as Danegeld, which was raised by taxing locals. The Danegeld land tax became permanent.

After years of small-scale attacks and invasions, and the commencement of the main attacks in 793, Viking incursions continued into the 9th Century. In 865, a substantial army was raised to conquer England, known in the Anglo-Saxon Chronicle as the Great Heathen Army. The Army landed in East Anglia and reached York by the following year. Over the next 10 years the Vikings took over more land, leading to Wessex as the only unconquered kingdom. Battles between the two groups continued until the Battle of Edington, at which King Alfred (the Great) defeated the Vikings. Consequently, the Treaty of Alfred and Guthrum was agreed which essentially separated England into parts ruled by the Saxons and by the Vikings. The two populations co-existed, although not without on-going battles, until 954. In this year, Eric Bloodaxe – king of the Vikings – was killed, perhaps as part of an internal Viking feud, from which time the Saxon king, Eadred took control of the kingdom. Following this period, a series of Saxon kings ruled, interrupted by the reign of Danish king Sweyn and later Cnut and his grandsons, before Edward the Confessor.

Possible Enquiry Questions

Key Individuals

     

Where are English people from? Are all English people immigrants? Where does our town’s name come from? Were Vikings really brutal invaders? What is the Anglo-Saxon chronicle? Who was the last English king?

 King Alfred – King of Wessex from 871 to 899, defended Wessex from the Viking conquest  Athelstan – First King to unite English kingdoms, 927  Guthrum – King of the Vikings in Danelaw at the time of the treaty with the Saxons  King Cnut – King of England, Denmark and Norway between 1028 and 1035  Edward the Confessor – penultimate Saxon King of England (before Harold II who lost at Hastings)

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events:

Nested bracelet from Silverdale Viking Hoard4

What have the Vikings ever done for us? The English language was greatly affected by the invasions of the Vikings, in particular through town and village names in the north and east of England. It is also thought that Vikings may have been the first Europeans to have explored the Americas, around 1000. The Vikings also were responsible for the world’s now oldest parliament – the Tynwald – in the Isle of Man

All dates below are approximate: 787 CE First Scandinavian raids 793 CE Viking attacks on Lindisfarne 842 CE Viking raids on London 865 CE Great Heathen Army invade 878 CE Battle of Edington 927 CE Athelstan unites English kingdoms 950 CE Vikings from Ireland & Isle of Man raid the west coast of Wales 991 CE Battle of Maldon leads to the first payments of Danegeld 994 CE Danish attack on London fails 1000 CE Vikings reach Newfoundland 1013 CE King Sven of Sweden lands and becomes King of England 1016 CE King Cnut becomes King of England 1042 CE Saxon Edward the Confessor returns to become King of England 1066 CE Edward the Confessor dies, leading to several contenders claiming the throne. Harold Godwinsson becomes King, but is killed by William the Conqueror at the Battle of Hastings

Big Concepts The battles between Saxons and Vikings provide an interesting study in the nature of treaties and other agreements and accords. The Tynwald parliament also presents a good example of changes to democracy and national leadership. The spread of the Vikings, including Norse Men who later became the Normans who then invaded England in 1066, presenting an opportunity to consider the role of migration in the developments of civilizations.

Broader Context       

Decline of the Mayan civilization Byzantine rule in Southern Europe Charlemagne crowned Holy Roman Emperor, 800 Baghdad becomes largest city in the world, 800 Ghana Empire is established, 830 House of Wisdom in Baghdad established, 830 Treaty of Verdun signed, dividing the Carolignan empire in western Europe, 843  Schism between eastern and western churches, 863  First use of gunpowder in battle in China, 919

Further Information:

Places to Visit: Many local museums will have information and artefacts from the Saxon & Viking periods Possible visit sites include:  Jorvik Centre, Yorkshire  Murton Park, Yorkshire  Tatton Park, Cheshire  Butser Ancient Farm, Hampshire  West Stow Anglo-Saxon Village, Suffolk

BBC Vikings: BBC Viking Quest:

http://bit.do/bbcviking http://bit.do/bbcvq

British Museum:

http://bit.do/bmviking

Primary Homework Help:

http://bit.do/phhviking

Early British Kingdoms: Fun Facts:

http://bit.do/ebk http://bit.do/ffvikings

Nested bracelet [http://bit.do/vhoard] image by Ian Richardson is licensed under a Creative Commons Attribution 2.0 Generic License. The licence can be viewed at https://creativecommons.org/licenses/by/2.0

Sheet produced by Jo Pearson

Unit 5: Ancient Greece Statutory Unit

1200BCE – 500CE

(Classical period: 490BCE-350BCE)

Period Overview The first thing to realise is that this a long chronological period: Ancient Greek culture begins with the Minoan civilisation in around 2700 BCE and ends with the collapse of the Hellenistic period in 150 BCE. Most units focus however on the period known as Classical Greece: 490-350 BCE. The second thing to appreciate is that the Ancient Greeks did not think of themselves as belonging to a single country; what made you Greek was a shared culture and language. Your citizenship was of your town or city; you were Athenian first and Greek second. The geography of Greece, dominated by the sea and by mountain ranges, created and supported this local identify. Finally it is vital to appreciate the huge legacy the Ancient Greeks have given to modern Europe: civilisation, democracy, scientific and mathematical knowledge, written history, satire and bras to name but a few!

Life in Ancient Greece: farming and food

Homes and families

Greece was primarily an agrarian society with most people, even in the classical period, spending every day growing cops and tending animals. The most important crops were: wheat, barley, grapes, olives and vegetables. Small numbers of animals were kept such as sheep and goats, useful for their milk, wool and for sacrificing in religious ceremonies. Oxen, for ploughing, and some pigs and cows were also kept. Hunting supplemented the food for many, wild boar and hares were hunted with traps, bows and spears which proved useful in maintaining skills for warfare. Fishing was a vital industry to the Greeks, most fish were caught close to shore with large nets but huge prices could be gained for fish caught further out in deeper waters. The Greeks loved fish (our word oesophagus comes from the Greek oesophagus meaning fish eater). They ate a fish sauce with many other foods. A typical breakfast would be bread dipped in olive oil, lunch cheese or beans, lentils, chick peas with bread with the main meal, including meat for the more wealth being in eaten in the evening. They drank lots of wine but mixed it with water

Greek homes were simple. The door from the street opened onto a courtyard and all rooms opened off from this. A main living room for the family, the andron (men’s room) where visitors would be received and the women’s quarters. Cooking was done outside and washing in private quarters. The Greeks used the word Oikos to describe the home, all their possessions there and the people living in it. Women were second class citizens at best in most cities. They were expected to spend most of their time in the home and in some households veiled in front of guests. They could not own property and any the held upon marriage became part of their husband’s oikos. Poorer women however had to work, often working alongside their husbands in the markets or farms. Marriage was an important feature of Greek life, girls married at around 14 and men at 25. Divorce was possible for men and women. Many boys were formally educated but only within rich families. Girls received a domestically focused education teaching them skills such as needlework. Slavery was fundamental to Greek society. In 431BC Athens had 50,000 male citizens and 100,000 slaves. Religion formed a central part of everyday life throughout the region.

Possible Enquiry Questions

Key Individuals



What mattered to Ancient Greeks? This question allow children to explore ideas around empathy, why people thought and felt as they did. How similar was life in Ancient Greece to today? This change/continuity question allows children to compare disparate time periods. Which individual was the most important? (to the Ancient Greeks/to us today). This explores the idea of significance, what makes some individuals more or less important can and does change over time.

Philosophers: Plato, Socrates, Aristotle. Scientists/mathematicians: Euclid, Archimedes, Anaximader, Aspasia the Physician Writers: playwrights (Aeschylus, Euripides, Sophocles. Aristophanes) poets (Sappho) historians (Thucydides, Herodutus) Athletes: Milo of Criton, Cynisca of Sparta, Theagenes of Thasos Gods/Goddesses: Zeus, Athena, Apollo, Demeter, Poseidon, Artemis, Ares, Hera (women in italics)

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events:

Parthenon on the Acropolis, Athens5

What have Ancient Greeks ever done for us? An obvious discussion point in this unit is the development of democracy, often considered a great gift from the Greeks. In addition, much of mathematics has its roots in the work of Greeks in this period. Many towns and cities will have some elements of architecture in Greek style, including Ionic, Doric and Corinthian columns. There are also plenty of Greek myths which have lasted until today.

All dates are approximate: 505 BCE Cleisthenes introduces democracy in Athens 490 BCE Greek/Persian wars led by Xerxes 468 BCE Sophocles writes his first tragedy 461 BCE Peloponnesian wars begin between Sparta and Athens (to 446 BCE) 449 BCE Construction of Parthenon begins 443 BCE Pericles leads Athens (to 429 BCE) 441 BCE Euripides writes his first tragedy 431 BCE Second Peloponnesian wars 430 BCE Outbreak of Bubonic Plague in Athens 420 BCE Construction of Temple of Athena 399 BCE Socrates executed for his opposition to the Thirty Tyrants 386 BCE Plato found the Academy 384 BCE Aristotle born 359 BCE Philip II becomes King of the Greeks 356 BCE Alexander the Great born 356 BCE Alexander the Great defeats Persians at Issus and is given Egypt 323 BCE Alexander the Great dies at Babylon

Athens vs. Sparta Sparta: a region on the Peloponnesian peninsula known as Laconia; the only state to have a professional army. A fixed and unchanging system of government: 2 kings took the role of general and priest; elected officials (ephors) and a council (gerousia) administered the state. A huge population of slaves allowed the economy to function whilst the male citizens fought and ruled. Boys began military training at 7. Spartan women had an education and married later (around 18), owned property and ran the business affairs of the family whilst men fought. Athens: on the Greek mainland in the region known as Attica. State most associated with democracy. Ekklesia was the general assembly open to all male citizens over 18, the boule was the council of 500 that administered the decisions made by the ekklesia. Athens formed a defensive league of Greek states to protect against the Persians, the Delian league. This helped to spread Athenian power and influence. The Peloponnesian Wars lasted 30 years from 431BC but lead to the weakening of both states. Following the end of the war it was Thebes who became the dominant state until Macedonia under Philip and Alexander took over.

Further Information:

Places to Visit: Inevitably there are relatively few places to visit in the UK relating to the Ancient Greek period. However, some museums do include interesting artefacts:

British Museum:

http://bit.do/bmgreece

BBC Primary History:

http://bit.do/bbcgreeks



British Museum, London

BBC History:

http://bit.do/bbcancientgr



Leeds City Museum, Yorkshire

Greece4Kids

http://bit.do/greece4kids

Children’s University:  5

http://bit.do/cuman

World Museum, Liverpool

Image of the Parthenon is in the public domain, having been released by ‘Mountain’. The Wikimedia page can be seen at http://bit.do/parth

Unit 6: Ancient Sumer Ancient Civilizations Options

5000BCE – 1940BCE

Period Overview The Ancient Sumer civilization grew up around the Euphretes and Tigris rivers in Mesopotamia (modern-day Iraq), because of its natural fertility. It is often called the ‘cradle of civilization’. By 3000BCE the area was inhabited by 12 main city states, with most developing a monarchical system. The fertility of the soil in the area allowed the societies to devote their attention to other things, and so the Sumer is renowned for its innovation. The clock system we use today of 60-minute hours was devised by Ancient Sumerians, as was writing and the recording of a number system. The civilization began to decline after the invasion of the city states by Sargon I in around 2330BCE, bringing them into the Akkadian Empire. A later Sumerian revival occurred in the area.

Life in Ancient Sumer

Changing Times th

Although starting out as small villages and groups of hunter-gatherers, Sumer is notable because of its development into a chain of cities. Within the cities the advantages of communal living soon allowed individuals to take on other roles than farming, and a society of classes developed. At the top of the class system were the king and his family, and the priests. Administrators, scribes, craftsmen and traders made up an upper class strand, with labourers and farmers of the lower classes earning a lesser wage. Slaves were also common, particularly after conquests of neighbouring areas. Families lived in houses, quite possibly built from the earliest design of bricks, in communities which often centred around the temple or Ziggurat. These places of worship were busy places, and were used for worshipping a number of gods who were thought to live in the sky. Offerings of food and drink would be left at the top of the buildings for the gods. Education was important to Sumerians, with writing becoming widely used. Only boys could attend schools, although many women learned to read and write.

During the 5 Millennium BCE, Sumerians began to develop large towns which became city-states. This was made by possible by their systems of cultivation of crops, including some of the world’s earliest irrigation systems. These developing communities then were able to devote time to pursuits other than gathering food. This freedom may explain why the area was home to the first known form of writing. During the late 4th Millennium, inventions abounded which seem second-nature to use today, including the use of the wheel, writing and even a base-60 number system (like we still use for time). During this period, Uruk in Sumer became the busiest city in the world, with something around 50,000 residents. Later, increased violent clashes between the groups led to the development of walled cities. During the late 3rd Millennium, the Akkadian empire of northern Mesopotamia began to attack Sumerian city states, led by the king of the empire Sargon. His dynasty later came to control much of the area for 150 years. During this period the population rapidly declined & the area was invaded by the Elamites.

Possible Enquiry Questions

Key Individuals



What were the first civilizations?



When was the wheel invented?



Where does writing come from?



What is the greatest invention in history?



Who were the greatest inventors of all time? (could link nicely with Greeks/Victorians, etc.)

 Eannatum of Ur – one of the first individuals in the world to create an empire.  Gilgamesh – King of Uruk, featured in an epic tale often considered to be the oldest written story.  Ur-Nammu – leader of the last great Sumerian renaissance before the empire was overtaken.  Sargon the Great – first king to unit all of the Mesopotamian cities into a single empire

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events: All dates are approximate :

Ancient Sumerian Cuneiform Writing6

What have Ancient Sumerians ever done for us? Some people argue that the Sumerians were the world’s greatest inventors. They are famed for the introduction of the wheel, and of both writing and the measurement of time – all things that today are a regular part of daily life. Alongside these major changes, the Sumerians also developed the first books, schools, historian, legal precedent, proverbs... the list is near endless. We have Sumerians to thank for the 360° in a circle, for basic geometry and even the very first toys designed for children.

Big Concepts The Sumerians are often considered to have developed the earliest empires, and then were later taken over by a larger empire, making a good study for this model of control. They also proved themselves to be great innovators of technology. The fact that writing was invented at this time makes a good starting point for the consideration of the role of recorded history, particularly when combined with other archaeological comparisons from the period. It is also a society in which clear class divisions were evident.

Places to Visit:

5000 BCE 4000 BCE 3500 BCE 3300 BCE 3200 BCE 3000 BCE 2700 BCE 2350 BCE 2300 BCE

2100 BCE 2400 BCE 1950 BCE

1800 CE 1900 CE

First Sumerians arrive First Ziggurat temples are built Unification of city states Writing invented (pictoral) Wheel first used on carts Introduction of base 60 mathematics Gilgamesh rules in Uruk Cuneiform writing develops Sargon the great of Akkad conquers the city states creating the Akkadian empire Akkadian empire collapses Sumerian language replaced by Akkadian The Elamites begin their capture of Sumerian city states, leading to the end of the period First Sumerian cities excavated First translations of cuneiform

Broader Context  Stonehenge built in Britain c.3000 BCE  Old Kingdom in Egpyt c.2700-2200 BCE  First Egyptian pyramid built c. 2600 BCE  Mammoth becomes extinct, c.2500 BCE  Bronze Age in Britain in around 2300 BCE  Completion of Stonehenge, c2200 BCE  Emergence of Minoan civilization c.2000 BCE

 Early Mayan civiliziation emerges, c.2000 BCE

Further Information:

Inevitably there are relatively few places to visit in the UK relating to the Ancient Sumerian period. However, some museums do include interesting artefacts:

British Museum: Schools Wikipedia:

http://bit.do/SumerWiki



British Museum, London

Mr Donn’s history:

http://bit.do/SumerMrDonn



Ashmolean Museum, Oxford

Zipang resource packs: Ducksters history:

http://bit.do/BMSumer

http://bit.do/Zipang http://bit.do/SumerDuck

Image of cuneiform writing displays information about the allocation of barley rations. The image is in the public domain having been released by Gavin Collins. The Wikimedia page can be seen at http://bit.do/cuneiform

Unit 7: Indus Valley

rive

Ancient Civilizations Options

Sheet produced by Ilona Aronovsky

c.3300BCE – 1300BCE

Period Overview The Indus is a river which runs through what is now known as Pakistan. The Valley is a fertile area around the river basin which spreads cross Pakistan, and into modern-day India and Afghanistan. The civilization which developed in the valley is considered to have been very advanced for its time, but less is known about it than other contemporary civilizations. This is partly because attempts to deciphering the writing system used in the region have been unsuccessful. Nevertheless, archaeological evidence shows that hundreds of towns became established in the area, with common features which indicate that they formed part of a common civilization. In the early 20th Century, two of the largest cities – Harappa and Mohenjo-Daro – have been uncovered.

Life in the Indus Valley

Changing Times

The Indus Valley civilization is unusual in that excavations have been unable to identify any certain palaces or leaders’ residences. Many of the residents of Indus Valley cities were tradesmen or craftsmen, with various pieces of pottery and other evidence having been found. The cities themselves were often walled, although it isn’t certain that these walls were intended for defence purposes; they may have been to prevent flooding. The culture was certainly mathematically astute, being one of the first known to have a precise measuring system for weights. It also used bricks for building work that were formed in standard ratios, and had a drainage system which had drains of a steady gradient allowing waste to be transported away from homes. The civilization also used transport to trade goods, including wheeled vehicles and using the river system to travel across wide areas. Because of the inability to decipher the writing system, less is known about this civilization than some others, but clues are provided by the seals, figurines and buildings uncovered.

By the turn of the 3rd millennium BCE communities had begun to form into towns in the Greater Indus Valley along the rivers. These peoples (often called Harappan, after one of the main cities) were among the first known in the world to introduce sanitation systems to cities, with a network of drains taking waste water away from homes. The civilization is known to have traded both around the local area and with communities as far away as Mesopotamia. Relatively little is known about the changes in the society, and indeed it is not certain what led to its decline in the second millennium BCE. It is now thought that climate may have had a part to play, with flooding, rivers failing, or political troubles causing problems. Archaeological evidence suggests that quality of buildings and materials declined before the broader decline of the civilization. Later the IndoEuropean speaking peoples, known as Aryan, moved into the area and became more dominant, with much of the previous culture becoming superseded.

Possible Enquiry Questions

Key Individuals



What were the first civilizations?



When was the wheel invented?



How can we find out about history without relying on written evidence?



What do we know about the world’s oldest civilizations?



Why do cities need sewers and water systems?

 It is hard to specify key individuals for this period, since little is known about specific people. One of the most fascinating aspects of study of the civilization is the investigation to identify rulers.

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events:

Mohenjo-daro excavated city7

What has the Indus Valley Civilization ever done for us? It’s hard to be certain of the direct impact of the Harrapan societies on modern life, as it was lost and forgotten. However, it shows how a system of writing was important in an urban civilization. It is possible that the Indus Valley was the birthplace of a game very much like modern Chess. Also cubical dice have been found in the area suggesting that perhaps this is where they were first used. It is also the location of the oldest discovered measuring ruler, and for the first known clothing buttons!

All dates are approximate: 5000 BCE First evidence of religious practice in the Indus Valley area 3200 BCE Some precursors of Indus Script Signs date from this period. 3000 BCE Settlements and small Towns begin to develop in the Indus Valley 2600 BCE Start of ‘Mature Period’ of the Indus Civilization, with urbanization around the floodplain 2600 BCE Evidence of farmers using ploughs for fields 2300 BCE Indus Valley traders with seals travel to Mesopotamia for trade 1800Beginning of the decline of the 1900 BCE civilization; abandonment of cities 1500 BCE Indus Valley cities are in ruins 1920 CE

Big Concepts

Archaeological Survey begins large scale excavations after the realisation that the ruined mounds of Mohenjodaro and Harappa belonged to the same unknown urban civilisation

Broader Context  Stonehenge built in Britain c.3000 BCE

The Indus Valley civilization raises fascinating questions about how societies are organised and methods of government. It is considered that the civilization was perhaps more egalitarian than others such as Ancient Egypt of around the same time.

 Old Kingdom in Egpyt c.2700-2200 BCE

It can also been used as a case study of how historians use evidence in forms other than written, especially when little is fully understood about the form of writing.

 Completion of Stonehenge, c2200 BCE

 First Egyptian pyramid built c. 2600 BCE  Cuneiform writing in Sumer c.2350 BCE  Bronze Age in Britain in around 2300 BCE

 Emergence of Minoan civilization c.2000 BCE

 Early Mayan civiliziation emerges, c.2000 BCE

Further Information:

Places to Visit: Inevitably there are relatively few places to visit in the UK relating to the Indus Valley civilization. However, some museums do include interesting artefacts:



Cambridge University Museum of Anthropology and Archaeology, Cambridge



British Museum, London



Ashmolean Museum, Oxford

www.harappa.com has a section especially for primary teachers at www.harappa.com/teach BBC Indus Valley: TimeMaps: Ancient India website: Ancient.EU website:

http://bit.do/bbcindus http://bit.do/timemaps http://bit.do/ancientindia http://bit.do/ancienteu

Mohenjo-Daro [http://bit.do/mohenjo] image by Saqib Qayyum is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. The licence can be viewed at http://creativecommons.org/licenses/by-sa/3.0/

Unit 8: Ancient Egypt Ancient Civilizations option

3150BCE – 30BCE

Period Overview The timeline of Ancient Egyptian studies runs over a lengthy period of time, usually focussing on the period from the late part of the fourth millennium BCE - and the unification of upper and lower Egypt - up until the domination of the Roman empire some 3000 years later. Within that timeframe, the history of the lands is usually broken into three kingdoms: Old, Middle and New. During these three kingdoms, the lands were ruled by a sequence of pharaohs, including several of whom we know a great deal about. The use of pyramids and other tombs as burial places means that we have lots of evidence about the lives and riches of the most powerful people in the empire, as well as some about the poorer sections of Egyptian life.

Life in Ancient Egypt

Changing Times

The majority of the people who lived in Ancient Egypt were farmers. The land around the River Nile provided excellent soil for agriculture as a result of the annual flooding of the rivers between June and September. Many cereal crops were grown, much of which was in turn developed into bread and beer. These became staple foodstuffs in the kingdoms. Farmers’ produce was owned by the landowner or the state. Other Ancient Egyptians worked in professional roles, such as doctors and engineers, while the upper classes of scribes and officials could be identified by their white kilts. Slavery existed in Ancient Egypt, although it was possible for a slave to buy his freedom, and they were often shown some good treatment, including access to doctors’ services. Women in Ancient Egypt had more rights than in many civilizations of similar times, including the right to own land and property, and to trade and make contracts. It was also possible for a number of women – including the infamous Cleopatra – to become pharaohs of the kingdom.

In the period around 3100 BCE the lands around the Nile in Egypt were united under a single pharaoh – possibly called Menes. This began the first of the main dynastic periods in Egypt. The period of the Old Kingdom is noted for its significant building projects, including the pyramids at Giza and the Sphinx. This period also saw the construction of a canal system to support irrigation of crops during the dry months. However, towards the end of the period, significant droughts caused problems for Egypt leading to a period of famine. The Middle Kingdom saw an increase in spending and organisation of defences to protect the kingdom. Religion became more widespread, and pyramids were gradually replaced by more hidden tombs. During the period of the New Kingdom, the reign of Egyptian pharaohs was initially spread over a greater area. However, the country’s riches made it vulnerable to attack and many territories were lost. The kingdoms eventually came to a demise after a period of Greek Rule, when the Romans ended the reigns of Marc Antony and Cleopatra

Possible Enquiry Questions

Key Individuals



Can a woman be a king?



What gods did the Ancient Egyptians believe in?



Why was Ramses II so great?



Who built the pyramids of Ancient Egypt?



What do we know about Tutankhamun?



What would you find inside a pyramid?

 Narmer – said to be the first pharaoh of all Egypt, around 3150 BCE. Also known as warrior Menes.  Khufu – pharaoh responsible for the building of the Great Pyramid at Giza  Hatshepsut – first and longest-reigning female pharoah  Tutankhamun– youngest pharaoh, famed for his burial tomb in the Valley of the Kings  Ramses II– often known as Ramses the Great, his mummy still rests in Cairo’s Egyptian Museum.

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events: All dates below are approximate

Old Kingdom: Middle Kingdom: New Kingdom: 7500 BCE 3500 BCE 3100 BCE

Hieroglyhs from the tomb of Seti I 8

What did the Ancient Egyptians ever do for us? Hieroglyphs were obviously a precursor to more modern forms of writing relating to spoken sounds. Related to this, the Egyptians were the first to form writing material in the form of papyrus. In farming, some of the earliest ploughs were used in Ancient Egypt, and the first ploughs drawn by oxen too. Egyptians also invented the first key-operated locks.

2650 BCE 2550 BCE 2335 BCE 1472 BCE 1336 BCE 1279 BCE 1100 BCE 332 BCE 196 BCE 1279 BCE 30 BCE 1922 CE

Big Concepts Significant concepts in study of Ancient Egypt could include that of monarchy, particularly when contrasted with the democracy of Ancient Greece, also studied in KS2. This could be extended into a wider study of class or status in different places. In addition, the significance of agriculture is notable in Egypt, particularly in relation to the Nile.

First settlers in Nile valley First use of hieroglyphic symbols Narmer unites regions of Lower and Upper Egypt. First step pyramid built Pyramids at Giza built Pyramid texts written (magical spells to protect pharaohs) Hatshepsut becomes caretaker ruler. (Later declares herself pharaoh) Tutankhamen becomes pharaoh Ramses II becomes pharaoh Upper & Lower Egypt split Alexander the Great conquers Egypt Rosetta stone carved Ramses II becomes pharaoh Egypt becomes a Roman Province Carter discovers Tutankhamen’s tomb

Broader Context  The Bronze Age started in Europe around 3000 BC and continued to about 800 BC.  Writing and the calendar was developed in Mesopotamia around 3500 BC, the earliest in the world.  Early civilisations were:  The Ancient Sumer, around 5000 – 1940 BCE  the Indus Valley in about 2600-1900 BCE;  the Assyrian kingdom in 2400-1800 BCE;  the Minoan civilisation on Crete from 1900-1100 BCE

Further Information:

Places to Visit: Although obviously no sites of significance exist in the UK, artefacts from Ancient Egypt are found in many British Museums, such as:  British Museum, London  Manchester Museum, Manchester  World Museum, Liverpool  Leeds City Museum, Leeds  Highclere Castle, Berkshire  Birmingham Museum, Birmingham

2600 BCE - 2100 BCE 2000 BCE - 1650 BCE 1540 BCE - 1075 BCE

British Museum information : http://www.ancientegypt.co.uk/ Children’s University: Primary Homework help: Eyelid: Birmingham Museum:

http://bit.do/CUegypt http://bit.do/PHHegypt http://www.eyelid.co.uk/ http://bit.do/BMegypt

Hieroglyphs image [http://bit.do/glyphs] by Jon Bodsworth is provided copyright-free and accessed from Wikimedia Commons.

Unit 9: The Shang Dynasty of Ancient China Ancient Civilizations option

Sheet produced by Kim Biddulph

1600BCE – 1046BCE

Period Overview The Shang Dynasty is the first well-documented, through written texts and archaeology, dynasty in China though earlier ones are mentioned in Chinese legend. It was based around the Yellow River in central China and is sometimes called the cradle of Chinese civilisation. It was a Bronze Age culture, so they didn't have knowledge of iron working. Writing was first developed in China in this period and many written texts were incised onto bones found in archaeological excavations. The culture was ruled over by a king and his relatives were the government. Archaeological excavations have revealed towns with palaces, tombs and craft working areas, such as Shang near modern-day Zhengzhou and Yin near modern-day Anyang.

Life during the Shang Dynasty

Changing Times

The majority of the people who lived under the Shang Dynasty were farmers. They grew millet, wheat and barley but not so much rice, which was farmed further south. A large irrigation scheme was constructed to bring the water from the Yellow River to the crops. They also kept sheep, pigs and oxen. It seems as if, even at this time, the silkworm may have been domesticated to produce silk. The farmers probably lived outside the big cities. There were also craftsmen who worked in workshops just outside the city walls. Remains of jade, bone, pottery, and bronze-working have been found by archaeologists in these areas. Most of what they made would have been for use by the king and his nobles. The king and the nobles lived inside the walled cities. The palaces had rammed earth floors and pillars to keep up the roof, whereas lower ranking people lived in wooden houses. There were temples where animal and human sacrifices were made to the Shang Di, the supreme god who ruled over the lesser gods of the wind, sun and moon, among others. Bronze vessels were used to collect blood from these offerings.

It seems as though successive kings, possibly from competing noble families within the Shang Dynasty, moved the capital city around over the centuries. The earliest capital city may be Shang, which is thought to be a city excavated near Zhengzhou. The last capital of the Shang is Yin, near modern-day Anyang. The development of writing happened within the Shang Dynasty and made it easier for the government to conduct wars, organise craftsmen, and generally create a bureaucracy. As time went on, the religion developed from having priests who would conduct divining ceremonies to see into the future to the king himself conducting such ceremonies. The questions and method itself didn't change. Tortoise shells or ox shoulder bones were inscribed with a question, often about an upcoming war, but also about when to plant seeds or whether the king would have a son, for instance, and then a number of shallow pits would be drilled into the other side. Hot pokers would be thrust into these pits and the pattern of cracks would tell the diviner or king the answer, which was also inscribed onto the bone.

Possible Enquiry Questions

Key Individuals

     

History versus archaeology – which is more reliable? Why did the Shang kings need to write? Did people in the Shang period believe in an afterlife? Who was Fu Hao and why was she unusual? What's the difference between a king, a priest and an emperor? Should Chinese objects be returned to China?

 Cheng Tang – said to be the founder of the Shang Dynasty, who overthrew the legendary Xia Dynasty  Fu Hao – wife and military general of Wu Ding, buried in style in about 1200 BC  Di Xin – last of the Shang kings who lost against the Zhou  Sima Qian – author of the Records of the Grand Historian in 91 BC

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events: Erlitou phase: 1650 BCE - 1500 BCE Erligang phase: 1500 BCE - 1300 BCE Anyang/Yinxu phase: 1300 BCE - 1000 BCE

Oracle bone inscribed with early writing9

What did the Shang Dynasty ever do for us? Modern Chinese writing has evolved directly from the early written symbols developed in the Shang period. The writing was developed to express calendar dates and so is linked with the organisation of the year into time periods that helps farmers plan ahead. These developments are paralleled in the development of writing and calendars in Europe.

1899CE

'dragon bones' used in Chinese medicine were found inscribed

1928CE

'dragon bones' traced back to a site near Anyang, which was excavated

Big Concepts

Broader Context

Exploring how archaeological evidence and written evidence is different and complimentary. This topic also gives you the chance to talk about the reliability of oral histories written down many centuries after the events they describe. The nature of government, and change from largely egalitarian societies to a very hierarchical structure can be explored through this topic. The invention of writing and the calendar are notably tied into developments in government.

 The Bronze Age started in Europe around 3000 BC and continued to about 800 BC.  Writing and the calendar was developed in Mesopotamia around 3500 BC, the earliest in the world. In Mesoamerica, the two were not developed until about 300 BC.  Early civilisations were:  the Indus Valley in about 2600-1900 BC;  the Assyrian kingdom in 2400-1800 BC;  the Ancient Egyptian Old Kingdom from 2700 BC to 2200 BC;  the Minoan civilisation on Crete from 1900-1100 BC

Places to Visit: Although obviously no sites of significance exist in the UK, objects from the Shang Dynasty period of China are found in some British Museums, such as:  British Museum, London  Ashmolean Museum, Oxford  Fitzwilliam Museum, Cambridge  National Museum of Scotland, Edinburgh  Museum of East Asian Art, Bath  Durham University Oriental Museum, Durham 9

All dates below are approximate 1600-1500 BCE Capital at Shang near Zhengzhou 1300 BCE Capital moved to Yin near Anyang 1250-1192 BCE Reign of Wu Ding 1200 BCE Tomb of Fu Hao, Wu Ding's wife 1147-1113 BCE Reign of Wu Yi 1112-1102 BCEReign of Wen Ding 1101-1076 BCEReign of Di Yi 1075-1046 BCEReign of Di Xin 1046 BCE End of Shang Dynasty

Further Information: British Museum information : http://bit.do/BritishMuseum Cultural China: http://bit.do/CulturalChina China Culture : http://bit.do/ChinaCulture

Oracle Bone image [http://bit.do/OracleBone] by Kiss Tamás is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. The licence can be viewed at http://creativecommons.org/licenses/by-sa/3.0/

Unit 10: Early Islamic Civilisation

Sheet produced by Dr Rich Farrow

Non-European Study option

c.700 - 1258

Period Overview The Abbasid caliphate based in Baghdad was a successor Empire to the initial spread of Islam out of the Hijaz (modern day Saudi Arabia) and across the Middle-East. The Caliphs (kings) decided to build a city to emphasise their greatness and they did this on the site of modern day Baghdad. During this period the city became a centre of learning and great advances were made in science, maths and the arts. The city became the effective historical successor to the scientific advances of the Greeks and Romans. The period ended (proceeded by years of decline) when the city was sacked by the Mongols, a tie-in with of the period of the nomad warriors (see the Vikings).

Life in Baghdad Life in Baghdad was extremely exciting. There was a recognition among the elite that they were achieving great advances in maths/science. This must have led to an atmosphere of learning and a feeling of being an advanced society. It is thought that people led a pious existence, with city life centred on the mosque in the centre of the round city. The bustling markets and shops around the mosque contained goods from everywhere due to Baghdad’s position on the ‘Silk road’ to the far-east. Connected to this was the presence of traders from all across the known world who flocked to Baghdad to sell their wares. The great works of philosophy from Greek scholars like Plato and Aristotle were translated and their ideas openly discussed and expanded upon. There were great advances in medicine which contributed to the general health of the city. As the population increased they spilled out of the round city into the surrounding area, where they settled on the fertile banks of the Euphrates and Tigris.

Possible Enquiries       

Islam – Practice and influence on society. Art – Islamic patterns. Great individuals: al-Khawarzimi. Geography – compare locations of major world cities in the 9th Century. Power – Monarchy – Legitimacy of this type of rule. Organisation of society, structure of cities. Diplomacy, meeting of “east/west.”

Changing Times Perhaps the main change of this period was the change from transient settlement to major towns and cities. By 1258 there were 5 cities with over 1 million people living in them, compared to none in 900AD. The supposed dark ages were anything but, with important Empires growing around the world, on every continent. It was an era of great scientific advances in the Middle East and China, and it took until around 1500 for Europe to catch up. This time belies the idea that history is Eurocentric. The growth of Islam across southern Europe and Asia added a new factor into the world, especially with the trend towards conquering new territory and assimilating new peoples into Islam. Contact between peoples increased during this period as goods were traded between east and west. Baghdad, at the heart of the route to the east, benefitted from this. Not only this, but ideas too were exchanged through this contact. The continents of Europe, Africa and Asia became international.

Key Individuals   

Caliph ‘Abbas – First Abbasid Caliph - moved Abbasid capital from Kufa to Baghdad Al-Khawarizmi, mathematician, astronomer, scientist, provided the foundations of algebra and other concepts Haroun al-Rashid – Caliph from 786-809, defeated Byzantines in battle (806), made links with European Empires such as Charlemagne in France.

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events: c. 762 AD – The decision to build a great city in Baghdad made c. 768 AD – The ‘round city’ finished c. 800 AD – The city becomes the largest city in the world

A page from Al-Khwarizmi’s “Algebra”10

What did Baghdad ever do for us? Algorithm – a set of instructions to solve a problem Numerals – the expanse of maths into algebra Algebra/Trigonometry – Pioneered in this period Rise of the city – a pioneering design based on quarters, adopted by many other cities in the region/world. Islam – the organisation around Islam as the unifying force in society.

c. 810 AD – Baghdad becomes a hub for learning and commerce, great scientific and maths advances made c. 900 – Paper spreads into the region from China c. 930 – Cordoba (Spain) overtakes Baghdad as world’s largest city c. 950 – The decline of the Abbasid caliphate begins and continues until the 13th century 1258 – Baghdad destroyed by Mongols

Big Concepts Islam – how states interpreted Islam being part of the state Empire – growth of centralised empires in areas outside Europe/China. Philosophy – translation and introduction of great works by Aristotle and Plato to a whole new audience. Discovery – trying to understand the world, at the time the centre of world study on big issues.

Places to Visit: Visit a local mosque to understand about Islam and the centrality it takes in Muslim’s lives. British Museum – has some objects from the time – see collection here: http://tinyurl.com/qf47rrx - main point would be to understand Baghdad’s place in the world at the time. Oriental Museum – Based in Durham, great for understanding the Middle-East region and its links.

Broader Context          

Rise and spread of Islam (6th C) Anglo-Saxon kingdoms in UK (5th - 10th C) Tang rule in China unites the country (10th C) Khmer Empire, Angkor capital (10th C) Yoruba people (Benin) in E. Africa (9th C) Visigoth rule Spain ended by Islam (8th C) Charlemagne Emperor of France (8th C) Vikings spread out of Scandinavia (8th -11th C) Byzantine rule in S- Europe (4th-15th C) Mayan rule in c. America (9th – 17th C)

Further Information: Richard Farrow’s sample Baghdad planning for KS2: http://www.tes.co.uk/teaching-resource/NonEuropean-Study-Baghdad-c-AD900-6412028/ Many universities in major metropolitan areas (Manchester, London, Edinburgh, Durham, Exeter and more) have Middle-Eastern departments. Getting in touch with them might lead to some useful information.

Al-Khwarizmi’s “Algebra” image [http://bit.do/algebra] is available having been released into the public domain

Sheet produced by Dr Rich Farrow

Unit 11: Mayan Civilisation Non-European Study option

c.900

Period Overview The Mayan people still exist today and have survived numerous attempts to wipe them out over the course of their history. This unit refers mainly to the classical Mayan period, which stretches from approx. 250-950AD. During this time society became more organised around urban areas and society became more organised. Advances were made in astronomy, maths and language, as well as architecture and agriculture. Links were made with other peoples across the continent. Scholars disagree over why the classical period came to an end, although it has been hypothesised that it was caused by a widespread drought, which ended the growth of society and impoverished the population.

Life in a Mayan settlement

Changing Times

Mayan settlements appear to not have been planned, but a general centre point was the temple. It is thought that the stepped temples were built both as a statement of grandeur and as a route to the heavens above. This is something the Mayans have in common with many other civilisations across the ancient world. Rumours of human sacrifice have seeped into popular culture, but appear to be overblown. Each settlement also had wide-open plazas which served as a meeting point, as well as a ball court where games were held. Cities were generally not organised in an identikit way, but had lots of common features. There does not appear to have been a central point of authority in the Mayan empire, rather society was organised through a number of rulers at local level. This is perhaps the reason the Mayans endured; without a central powerbase that could be decapitated, agreements had to be made with a number of rulers. In a way this is similar to the Indian, or even European, citystates.

During the classical period and after, the Mayan civilisation evolved hugely. The Mayan civilisation cannot be credited with inventing writing or scientific advances but its position traversing Central America meant that the Mayans could assimilate and improve ideas from elsewhere. Their system of writing can be characterised as using hieroglyphs, at any one time anything from 200-500 were used, containing phonetic symbols and logograms. Urbanisation was a characterising trend of the period, centred on cities/towns with strategic geographical importance. Through these urban areas the Mayans traded extensively with the surrounding region and established links throughout the Central American continent. Agriculture was hugely important as it was in many early civilisations, with population growth entirely dependent on the ability of the land to support its people. It is through this lens that the theory about the collapse of the classical Mayan empire being caused by droughts comes from.

National Curriculum suggestions:

Key Individuals

      

PE – devise/play a version of the ball game: Pok-Ta-Pok Art/DT – Pyramid structures Science - astronomy Geography – compare locations of major world cities in the 1-8th centuries. Organisation of society, structure of cities. DT – chocolate PSCHE – Mayan medicine – natural cures.

The Mayans did not have ‘great’ historical figures, but each city had important people



The Priest – Held the regular rituals surrounding the temple possibly including sacrifice.



The Pharmacist – provided natural medicines which kept the people very healthy.



The Farmer – irrigated fields and provided food for the city

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events: All dates are approximate

c. 2000 BCE c. 100 BCE c. 250 CE c. 300 CE Panorama atop Caracol11 c. 600 CE

What did the Mayans ever do for us? Astronomy – Very accurate charts of the moon Sculpture – Mainly of the human form, highly advanced when compared to similar empires. Architecture – Stepped temples providing a route into understanding their religion Medicine – many natural cures used by the Mayans still in use today Number system – developed independent of Arabic system, more advanced and logical.

c. 650 CE

c. 900 CE

Big Concepts Society – how was a settlement put together? What is important to have in a town/city? Trade – The Mayans were incredibly important for trade and their transactions covered a huge geographical area Discovery – the Mayans increasingly tried to understand the world around them, with great insight. Religion – influenced by the elements

Broader Context         

Rise and spread of Islam (6th C) Anglo-Saxon kingdoms in UK (5th - 10th C) Yoruba people (Benin) in E. Africa (9th C) Visigoth rule Spain ended by Islam (8th C) Charlemagne Emperor of France (8th C) Vikings spread out of Scandinavia (8th -11th C) Byzantine rule in S- Europe (4th-15th C) Tang China (7th-10th C) Ife and Benin in West Africa (8th-16th C)

Further Information:

Possible trips: The British Museum has some Mayan artefacts and displays further items which are from either successor or preceding civilisations around Central America. It seems a shame to teach this out of context, a comparison to an Anglo-settlement (which could be visited) would provide a greater insight into life in that period.

The Mayan civilisation emerges in Central America First city states appear The ‘classical’ period begins, urbanisation begins and continues Mayan settlements become centres for trade across the region. Good such as stone and chocolate are traded with neighbouring city states. Mayan settlements support an increasing population, growing at a fast rate due to plentiful food supply. Caracol, one of the main Mayan cities is increasingly populated and expands over a large area becoming an important centre. Mayan centres become less important, perhaps because of a widespread drought, but no clear reason has yet emerged.

British Museum School Run

http://bit.do/bmmayan http://bit.do/srunmayans

Many Internet sites have information, although be careful to cross check the information as information on sacrifice can be exaggerated. “The Story of Chocolate” Usborne guided reading book (Y5/6, L4+) has a section on the Mayans.

Panorama atop Caracol [http://bit.do/caracol] image by Pgbk87is licensed under a Creative Commons AttributionShare Alike 3.0 License. The licence can be viewed at https://creativecommons.org/licenses/by-sa/3.0/

Unit 12: Benin, West Africa Non-European Study option

Sheet produced by Alison Leach

900 - 1300 (and later periods)

Period Overview Although Benin Kingdom began to develop during the period 900-1300 CE, it reached its height during the later years of 1300-1700 CE. Currently found in the nation of Nigeria (not the modern-day country of Benin), the kingdom was centred on the City of Benin, and dates back to some of the earliest Ogiso Kings some 2000 years ago. The various villages and tribes of the region began to form a single kingdom that worked as a community, including trading with those from other areas. In the later period up to the 18th Century the kingdom traded with countries in Europe, including a part in the slave trade. The kingdom was eventually destroyed in the Victorian period and led to it later becoming under British rule in West Africa.

Life in Benin As most of the sources that tell us about life in Benin Kingdom focus on powerful and rich people, little is known about ordinary men, women and children. Historians believe the most people were farmers, growing crops like yams and plantains and working hard to clear vast areas of communal land. Many people had two or three different jobs and might also have been part of one of the guilds of craftsmen, producing high quality goods for the royal court or for trading with foreign visitors. Alternatively, people became warriors, entertainers or builders, who were required to make their mud homes and the defensive walls around the kingdom. As well as looking after families, women would have been responsible for making domestic ceramic objects like cooking pots. Storytellers were very important and kept the kingdom’s history and mythology alive by telling stories aloud by the fire every evening. Children did not go to school but would have learned each day from the storytellers. The people of Benin had many stories involving gods and magic and they believed that non-human objects had spirits or souls, a belief known as ‘animism’.

Possible Enquiry Questions         

What is the difference between tribes and kingdoms? How do we know about periods of history without primary written sources? What were the first kings of Benin like? How did Benin grow from tiny villages into a powerful Empire? Why was the Benin wall so important? What did Benin have to offer foreign traders? Why and how was Benin Kingdom destroyed? Should original art from Benin Kingdom be returned to Nigeria? What was left after Benin Kingdom was destroyed?

Changing Times Benin kingdom began as a group of small villages situated in the rainforests of West Africa. Around 900 CE, some of the villages decided to join together and came under the rule of a dynasty of kings called the Ogisos. The people built an impressive earthen moat around the kingdom boundaries and worked hard as farmers and craftsmen to ensure that the kingdom had high quality goods to trade with foreigners. After 1180 CE, a new line of kings called the Obas began to rule. They were very powerful and people treated them like gods. Under their rule, Benin Kingdom began to expand and flourish. The Obas established a mighty army and gained control of large areas of land. Benin Kingdom became very wealthy after the Obas set up links with Europe to trade goods and slaves. A series of civil wars and the abolition of the trade slave caused Benin to steadily decrease in both wealth and power after 1700 CE. As European countries began racing the colonise Africa, Benin had a series of disputes with Britain and this lead to a group of British officials being killed by Benin warriors. In retaliation, Britain launched a punitive expedition and destroyed Benin City in 1897 CE by burning down buildings and looted works of art. They exiled the Oba and brought Benin under British rule.

Key Individuals  Ogiso Igodo – The first king (or ‘Ogiso’) of Benin, under whom the smaller villages joined together to form a Kingdom.  Ogiso Owodo – the last of the Ogiso kings, banished from the Kingdom with his family for bad conduct around 1130 CE.  Oba Eweke – the first of a new dynasty of kings called the Obas, crowned around 1180 CE.  Oba Oguole - had the Benin City Wall built around 1283 CE.  Oba Ewuare – expanded the kingdom greatly and set up trading links with Portugal in 1514 CE.  Oba Ovonramwen – the last king of Benin, exiled by British troops after their invasion in 1897 CE.

Downloaded from michaelt1979.wordpress.com/freeresources

Timeline of Key Events: Early Period: Golden Age: Period of Decline:

When European visitors discovered Benin Kingdom’s sophisticated artwork, including metal work and ivory carvings, they could not believe that a people that they had considered to be ‘primitive’ could have produced them. The discovery caused Britain to completely re-evaluate its view of West African civilization. The rich heritage of art and crafts from Benin Kingdom teaches us a lot about what it was like there. Many pieces are available to view at the British Museum, including the famous ‘bronze’ plaques.

All dates shown are approximate. 900 CE Benin Kingdom is first established when small villages join together in a conglomerate. 900-1400 CE An enormous earthen moat is built around the Kingdom boundaries. 1180 CE The first dynasty of Ogiso kings ends and the Obas began their rule. 1440 CE Benin begins to expand and thrive under the rule of Oba Ewuare the Great. 1514 CE Oba Esigie sets up trading links with Portuguese and other European visitors. 1700 CE Benin Kingdom enters a period of decline due to a series of civil wars and the abolition of the slave trade with Europe. 1897 CE Benin City is destroyed by British troops and Benin comes under Britain’s control.

Big Concepts

Broader Context

Brass plaque, possibly dating from 1500-160012

What did the Benin Kingdom ever do for us?

Benin Kingdom grew from a series of tribal villages to a powerful empire, providing a good study for the factors that can cause kingdoms can to flourish and decline over time, including the value of trade links and the effects of colonisation. This topic also provides opportunities to consider how we know about periods of history with no primary written sources, allowing pupils to evaluate the reliability of different types of evidence.

Places to Visit: A handful of museums have artefacts from Benin Kingdom, including the famous Benin bronze plaques. Possible places to visit include:  The British Museum , London  The Horniman Museum , London Alternatively, other museums offer information about the slave trade and African culture.  International Slavery Museum , Liverpool

900-1300 CE 1300-1700 CE 1700-1897 CE

 Anglo-Saxon kingdoms in Britain (410-1066 CE)  Vikings invade Britain (793-1066 CE)  Baghdad becomes the World’s largest city, (800 CE)  Ghana Empire is established (830 CE)  Battle of Hastings in Britain (1066 CE)  Baghdad destroyed by the Monguls (1258 CE)  Columbus arrives in America (1492 CE)  British Tudor Period (1485-1600 CE)  Abolition of the Slave Trade (1807 CE)

Further Information: Benin planning and resources (KS2 History): http://www.ks2history.com/#!benin-lesson-plans/c1fe6 Benin Bronzes (BBC): Kingdom of Benin (Mr Donn):

http://bit.do/bbcbenin http://bit.do/donnbenin

Art of Benin (British Museum):

http://bit.do/BMbenin

Kingdom of Benin (F. Nimmons)

http://bit.do/BeninKS2

Benin Plaque image [http://bit.do/plaque] by Wmpearl is provided copyright-free and accessed from Wikimedia Commons.

History Support sheets created by Michael Tidd and Ilona Aronovsky, Kim Biddulph, Rich Farrow, Alison Leach, Jo Pearson and Tim Taylor. Please see information inside for copyright permissions and further information. michaelt1979.wordpress.com/freeresources w.

Michael Tidd & others, 2015

Living Things

Key Vocabulary Amphibian – A cold-blooded vertebrate animal that compromises frogs, toads, newts, salamanders and caecilians

Asexual reproduction – Offspring get genes from one parent so are clones of their parents Bird – A warm-blooded egg-laying vertebrate animal distinguished

by the possession of feathers, wings, a beak and typically able to fly Habitat – The natural home or environment of an animal, plant or

other organism Insect – A small animal that has six legs and generally one or two

Classification

pairs of wings Invertebrate – An animal lacking a backbone Life cycle – The series of changes in the life of an organism including reproduction Mammal – A warm-blooded vertebrate animal, distinguishable by the posession of hair or fur, females secreting milk for young and typically giving birth to live young Metamorphosis – The process of transformation from an immature form to an adult form in two or more distinct stages

Sexual reproduction – Offspring get genes from both mum and dad, inheriting a mix of features from both Vertebrate – An animal with possession of a backbone/ spinal

column

Materials

Key Vocabulary Conductor – A material or device which allows heat or electricity to carry through Dissolve – When something solid mixes with a liquid and becomes

part of the liquid Evaporation – The process of turning from liquid to vapour Flexible – Capable of bending easily without breaking Gas – An air-like fluid substance which expands freely to fill any space available

Insulator – A substance which does not readily allow the passage of heat or sound Irreversible – Cannot be reversed back to its original state Liquid – A substance that flows freely but can be measured by volume e.g. water or oil Magnetic – Capabale of being magnetised or attracted by a magnet Material – The matter from which a thing is or can be made from Opaque – Not able to be seen through, not transparent Reversible – Able to be reversed back to its original state Solid – Firm and stable in shape, not a liquid or fluid

Soluble – Able to be dissolved, especially in water Thermal – Relating to heat Transparent – Allows light to pass through so that objects behind can be seen

Knowledge Organiser for EYFS and KS1 Maths

ho ol

Number and Place Value Key Vocabulary Partitioning Splitting a number different ways to support calculation Tens The value of the first digit in a 2 digit number (eg 32 has 3 tens) Units/ ones The value of the final digit in a number (eg 45 has 5 units) Digit An individual figure within a number (eg 1, 2) Ordinal number Numbers which define order (1st, 2nd, 3rd) Greater than > When a number has a higher value than the one it is being compared with Less than < When a number has a lower value than the one it is being compared with Equals = Use to show that both sides of a number sentence are balanced (eg. 3+4=7. 7=3+4, 2+5=3+4) How to help Useful links Count regularly with your child forwards and backwards National Curriculum/ Development matters- found on our Count objects, people, knives and forksâ&#x20AC;Ś. school website Spot numbers on the way to school Play board games eg Snakes and Ladders Mental Maths Key Vocabulary A number which can be divided by a another number without leaving a remainder All of the pairs of numbers which add to 10 (3+7, 4+6) All of the pairs numbers which add to each number up to 10 (eg 2+3= 5, 1+4=5) Used to solve addition and subtraction problems, normally within 20.

Multiple Bonds to 10 Bonds within 10

10s Frame

Used to solve problems within 100

Bead string

Associated fact/ fact family A group of facts which use the same set of numbers eg 3+4=7, 4+3=7, 7-3=4, 7-4=3 Double Adding a number to itself How to help Useful links National Curriculum/ Development matters- found on our Work regularly on simple addition and subtraction facts school website within 10 Top Marks Website- http://www.topmarks.co.uk/mathsAdd and subtract physical objects at home eg at dinner time games/5-7-years maths games to play with your child Help your Year 2 child with their mental maths homework ICT Games Website Practice times tables facts for 2,3,5,and 10 times tables http://www.ictgames.com/resources.html maths games to play with your child

Operation Number sentence Addition Subtraction

Operations Key Vocabulary Addition, subtraction, multiplication or division A written calculation The sum of two numbers (plus, add, total, more than) Taking one number away from another or finding the difference between those values (take away, subtract, less than)

Operations Key Vocabulary

How many between the two numbers- often solved on a number line (how many more, how many less) Eg difference between 11 and 14

Difference between

Multiplying one number by another (times, lots of, multiplied by, product of) A visual representation of multiplication

Multiplication

ho ol

Array

Sharing or grouping a number into equal parts (share, divide, groups of, how many in)

Division

Divide a number or a number of objects equally into a number of piles

Place objects in groups of a certain number The concept that addition and multiplication can be done in any order but subtraction and division cannot Reversing the effect of another operation eg 3+4=7 so 7-4=3 Used to solve calculations of all types- these may be filled or empty Tens and units apparatus used to support calculations

Group

Commutative

Inverse Number line

Numicon

Dienes

Tens and units apparatus used to support calculations

Useful links

How to help

Help your child with their maths homework (Year 2)

Fluency Reasoning Problem solving How to help

National Curriculum/ Development matters- found on our school website Maths Calculation Strategies documents- found on our school website

Support your child with their maths homework

National Curriculum/ Development matters- found on our school website

Knowledge Organiser for KS2 Maths

Tenth, hundredth Multiples Factors Common multiples

Common Factors

Number and Place Value Key Vocabulary Tenth: the value of the digit in the tenths column e.g. 3.26 has 2 tenths Hundredths: the value of the digit in the hundredths column e.g. 3.26 had 6 hundredths Times tables e.g. 2, 4, 6, 8, and 10 are multiples of 2. To get these numbers, you multiplied 2 by 1, 2, 3, 4, and 5 etc… Numbers that when multiplied produces a given number e.g. 4 and 8 are factors of 32 A number that is a multiple of two or more numbers. The common multiples of 3 and 4 are 12, 24... The least common multiple (LCM) of two numbers is the smallest number (not zero) that is a multiple of both When you find the factors of two or more numbers, and then find some factors are the same they are the "common factors" e.g. 4 is a common factor of 16 and 32 A Prime Number can be divided evenly only by 1, or itself; it must be a whole number greater than 1. e.g. 5 A number which is the product of itself. E.g. 9 is a square number 3 × 3 = 9 A number multiplied by itself three times. The cube of 2 is 8 (2 x 2 x 2) A whole number that can be divided evenly by numbers other than 1 or itself. Example: 9 can be divided evenly by 3 (as well as 1 and 9), so 9 is a composite number. But 7 cannot be divided evenly (except by 1 and 7), so is NOT a composite number (it is a prime number) A number pattern which increases (or decreases) by the same amount each time. The amount it increases or decreases by is known as the common difference. E.g. 3, 6, 9, 12 The numerator is the top number in a fraction and the denominator is the bottom number e.g. here the numerator is 4 and the denominator is 5 =4/5 A fraction is in simplest form when the top and bottom cannot be any smaller (while still being whole numbers). Example: 2/4 can be simplified to ½ To simplify a fraction, divide the top and bottom by the highest number that can divide into both numbers exactly Different fractions that name the same number e.g. ½ = 2/4 A number consisting of an integer and a proper fraction e.g. 5 ½ A fraction in which the numerator is greater than the denominator e.g. 5/4 A percent is a ratio whose second term is 100. Percent means parts per hundred. In mathematics, we use the symbol % for percent A number to the left of zero on the number line. It is less than zero. E.g. -5 The mean is the average of the numbers. To calculate: Just add up all the numbers, then divide by how many numbers there are Written with colons E.g. compare the number of girls to boys in a litter of puppies= 2:4

Prime number

ho ol

Square numbers Cubed numbers Composite numbers

Linear sequence Numerator/denominator

Simplify fractions

Written as fractions 3/4 to say that there are three girls in every four children Any of the letters representing numbers in the Roman numerical system: I = 1, V = 5, X = 10, L = 50, C = 100, D = 500, M = 1,000 A change in the form of a measurement, different units, without a change in the size or amount e.g. millimetres to centimetres Operations Key Vocabulary The 4 operations are addition, subtraction, multiplication and division A method that gets an accurate answer but involves limited calculations Two numbers multiplies e.g. the product of 6 and 4 is 24 Opposite operation e.g. +/- and x/÷ One way to solve systems of equations is by substitution. In this method, solve an equation for one variable, then substitute that solution in the other equation, and solve

Proportion Roman numerals

Ratio

Negative integers Mean

Equivalent Mixed numbers Improper fractions Percentage

Convert

Operations Efficient method Product Inverse Substitute

Carroll diagram and Venn diagram

The frequency of a particular data value is the number of times the data value occurs. Often recorded using tallies

Frequency diagram

Fluency Reasoning Problem solving Derive

Fluency, Reasoning and Problem Solving Key Vocabulary Using number and calculation skills accurately and efficiently Following a line of enquiry, justifying their answers Solving real life and logical problems using mathematical understanding Obtain something from something else- use the information given to find out something else Data handling, shape and space Key Vocabulary Carroll diagram: A table to organise information with yes or no questions Venn diagram: A diagram representing mathematical or logical sets pictorially

A diagram in which the numerical values of variables are represented by the height or length of lines or rectangles of equal width A type of chart which displays information as a series of data points called 'markers' connected by straight line segments A type of graph in which a circle is divided into sectors that each represent a proportion of the whole Data that can take any value (within a range) e.g. People's heights could be any value (within the range of human heights), not just certain fixed heights A horizontal line is one which runs from left to right across the page. The vertical line runs up and down the page A co-ordinate plane is a two-dimensional number line where the vertical line is called the y-axis and the horizontal is called the x-axis. These lines are perpendicular and intersect at their zero points. This point is called the origin. The axes divide the plane into four quadrant

ho ol

Bar chart Line chart/graph

Quadrants, x-axis/y-axis

Horizontal/vertical

Continuous data

Pie chart

Translation

A term used in geometry to describe a function that moves an object a certain distance. The object is not altered in any other way. It is not rotated, reflected or re-sized. A square describes two dimensions, and a cube describes three dimensions

Dimension

Perimeter is the distance around a two dimensional shape. Area is the amount of space inside the flat (2-dimensional) object such as a triangle or circle Reflex angle An angle which is more than 180° but less than 360° Perpendicular Perpendicular means "at right angles". A line meeting another at a right angle, or 90° is said to be perpendicular to it Parallel Two lines that are always the same distance apart and never touch Circumference, Circumference: distance around a curved object e.g. circle Diameter: distance measured across the diameter, radius circle passing through the centre Radius: distance from the centre of a circle to the outside edge How to help:  Support your child with their Maths homework Useful links:  Encourage them to tell the time National Curriculum- on the school website Maths Calculation Strategies documents- on the school  Practise times tables up to 12x website  Count forwards and backwards in different sized Top Marks Website- maths games to play with your child jumps (including within negatives) and from ICT Games Website- maths games to play with your child different starting points  Play board games e.g. Snakes and Ladders

Perimeter, area

Maths progression Year 1

Menu Counting

•recognise the place value of each digit in a two-digit number •compare and order numbers from 0 up to 100; use <, > and = signs

Place Value

Representing number Number facts (+/-) Mental +/-

Year 2

Year 3

•count to and across 100, forwards and backwards, beginning with •count in steps of 2, 3, and 5 from 0, and in tens from any number, •count from 0 in multiples of 4, 8, 50 and 100; 0 or 1, or from any given number forward and backward find 10 or 100 more or less than a given number. •count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

•recognise the place value of each digit in a three-digit number •compare and order numbers up to 1000

•identify and represent numbers using objects and pictorial representations including the number line, & use language of: equal to, more than, less than (fewer), most, least •read and write numbers from 1 to 20 in numerals and words •read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

•identify, represent and estimate numbers using different •identify, represent and estimate numbers using different representations, including the number line representations •read and write numbers to at least 100 in numerals and in words •read and write numbers up to 1000 in numerals and in words

•given a number, identify one more and one less •represent and use number bonds and related subtraction facts within 20

•use place value and number facts to solve problems recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

•add and subtract one-digit and two-digit numbers to 20, including •add and subtract numbers using concrete objects, pictorial •add and subtract numbers mentally, including: HTU+U, HTU+T zero representations, and mentally, including: TU+U, TU+T, TU+TU and and HTU+H U+U+U •show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot •add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

Written +/-

Problems +/-

•solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = □ – 9.

•solve problems with addition and subtraction, using concrete, pictorial and abstract representations •recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

•estimate the answer to a calculation and use inverse operations to check answers •solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction

•recall and use multiplication and division facts for the 2, 5 and 10 •recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables, including recognising odd and even numbers multiplication tables

Number facts (x/÷)

•calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs •show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

Mental (x/÷)

•write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental methods

•recognise, find and name a half as one of two equal parts of an object, shape or quantity •recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

www.primarycurriculum.me.uk

Year 6 •use negative numbers in context, and calculate intervals across zero

•recognise the place value of each digit in a four-digit number •order and compare numbers beyond 1000 •round any number to the nearest 10, 100 or 1000

•read, write, order and compare numbers up to 1 000 000 and determine the value of each digit •round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000

•read, write, order and compare numbers up to 10 000 000 and determine the value of each digit •round any whole number to a required degree of accuracy

•identify, represent and estimate numbers using different representations •read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value

•read Roman numerals to 1000 (M) and recognise years written in Roman numerals •recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)

•add and subtract numbers mentally with increasingly large numbers

•perform mental calculations, including with mixed operations and large numbers

•add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

•add and subtract whole numbers with more than 4 digits, including using formal written methods

•estimate and use inverse operations to check answers to a calculation •solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

•use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy •solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

•recall multiplication and division facts for multiplication tables up •identify multiples and factors, including finding all factor pairs of •identify common factors, common multiples and prime numbers to 12 × 12 a number, and common factors of two numbers •know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers •establish whether a number up to 100 is prime and recall prime numbers up to 19 •use place value, known and derived facts to multiply and divide •multiply and divide numbers mentally drawing upon known facts •perform mental calculations, including with mixed operations mentally, including: multiplying by 0 and 1; dividing by 1; •multiply and divide whole numbers and those involving decimals and large numbers multiplying together three numbers by 10, 100 and 1000 •recognise and use factor pairs and commutativity in mental calculations •multiply two-digit and three-digit numbers by a one-digit number •multiply numbers up to 4 digits by a one- or two-digit number using formal written layout using a formal written method, including long multiplication for two-digit numbers •divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context

•multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication •divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context •divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to context

•solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

•solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

•solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes •solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign •solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

•use their knowledge of the order of operations to carry out calculations involving the four operations •solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why •solve problems involving addition, subtraction, multiplication and division •use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

•count up and down in hundredths; •recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

•recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number

Problems (x/÷)

Recognising fractions

Year 5 •count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 •interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero

•Progress to formal written methods calculations as above

Written (x/÷)

•solve one-step problems involving multiplication and division, by •solve problems involving multiplication and division, using calculating the answer using concrete objects, pictorial materials, arrays, repeated addition, mental methods, and representations and arrays with the support of the teacher. multiplication and division facts, including problems in contexts

Year 4 •count in multiples of 6, 7, 9, 25 and 1000 •find 1000 more or less than a given number count backwards through zero to include negative numbers

•recognise, find, name and write fractions 1/3, 1/4 , 2/4 and 3/4 of •count up and down in tenths; a length, shape, set of objects or quantity •recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

Objectives reprinted under Open Government Licence

Maths progression Year 1

Year 2

Comparing fractions Finding fractions of quantities

Year 3

•recognise and show, using diagrams, families of common equivalent fractions

•recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators •recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators

•solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number

•write simple fractions for example, 1/2 of 6 = 3 and recognise the •add and subtract fractions with the same denominator within equivalence of 2/4 and 1/2. one whole [for example, 5/7 + 1/7 = 6/7 ]

Fraction calculations

Year 4

•compare and order unit fractions, and fractions with the same denominators •recognise and show, using diagrams, equivalent fractions with small denominators

Decimals as fractional amounts Ordering decimals

Year 5

Year 6

•compare and order fractions whose denominators are all multiples of the same number •identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

•use common factors to simplify fractions •use common multiples to express fractions in the same denomination •compare and order fractions, including fractions > 1

•add and subtract fractions with the same denominator

•add and subtract fractions with the same denominator and denominators that are multiples of the same number •multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

•add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions •multiply simple pairs of proper fractions, writing the answer in its simplest form •divide proper fractions by whole numbers

•recognise and write decimal equivalents of any number of tenths or hundredths •recognise and write decimal equivalents to ¼, ½ and ¾ •find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths •round decimals with one decimal place to the nearest whole number •compare numbers with the same number of decimal places up to two decimal places

•read and write decimal numbers as fractions

•associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction •identify the value of each digit in numbers given to three decimal places

•recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents •round decimals with two decimal places to the nearest whole number and to one decimal place •read, write, order and compare numbers with up to three decimal places •multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places •multiply one-digit number with up to two decimal places by whole numbers •use written division methods in cases where the answer has up to two decimal places •recognise the per cent symbol (%) and understand that per cent •solve problems involving the calculation of percentages [for relates to ‘number of parts per hundred’, and write percentages as example, of measures, and such as 15% of 360] and the use of a fraction with denominator 100, and as a decimal percentages for comparison

Calculating with decimals Percentages •solve problems using all fraction knowledge

Fraction problems

•solve simple measure and money problems involving fractions and decimals to two decimal places

•solve problems involving number up to three decimal places •solve problems which require knowing percentage and decimal equivalents of ½ , ¼ , 1/5 , 2/5 , 4/5 and those fractions with a denominator of a multiple of 10 or 25

•solve problems which require answers to be rounded to specified degrees of accuracy •recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

•solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts •solve problems involving similar shapes where the scale factor is known or can be found •solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Ratio & Proportion

•use simple formulae •generate and describe linear number sequences •express missing number problems algebraically •find pairs of numbers that satisfy an equation with two unknowns •enumerate possibilities of combinations of two variables.

Algebra •compare, describe and solve practical problems for: length/height, weight/mass, capacity/volume & time •measure and begin to record length/height, weight/mass, capacity/volume & time

Measures

Mensuration

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•choose and use appropriate standard units to estimate and measure length/height (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels •compare and order lengths, mass, volume/capacity and record the results using >, < and =

•measure, compare, add and subtract: lengths (m/cm/mm); mass •Convert between different units of measure (kg/g); volume/capacity (l/ml) estimate, compare and calculate different measures, including money in pounds and pence

•convert between different units of metric measure •understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints •estimate volume and capacity

•solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate •use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places convert between miles and kilometres

•measure the perimeter of simple 2-D shapes

•measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres •calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes

•recognise that shapes with the same areas can have different perimeters and vice versa •recognise when it is possible to use formulae for area and volume of shapes •calculate the area of parallelograms and triangles •calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units.

•measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres find the area of rectilinear shapes by counting squares

Objectives reprinted under Open Government Licence

Maths progression Year 1

Menu Money

Time

Shape vocabulary

Year 2

•sequence events in chronological order using language recognise and use language relating to dates, including days of the week, weeks, months and years •tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

•compare and sequence intervals of time •tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times •know the number of minutes in an hour and the number of hours in a day

•tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks •estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight •know the number of seconds in a minute and the number of days in each month, year and leap year compare durations of events

•recognise and name common 2-D shapes (e.g. Square, circle, triangle) •recognise and name common 3-D shapes (e.g. Cubes, cuboids, pyramids & spheres)

(vertices, edges, faces, symmetry)

•identify horizontal and vertical lines and pairs of perpendicular and parallel lines

•identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line. •compare and sort common 2-D and 3-D shapes and everyday objects.

•draw 2-D shapes

•identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces •identify 2-D shapes on the surface of 3-D shapes. compare and sort common 2-D and 3-D shapes and everyday objects.

•make 3-D shapes using modelling materials recognise 3-D shapes in different orientations and describe them

Properties of 2-d shape Properties of 3-d shape

Interpreting data

Year 4

Year 5

•describe position, direction and movement, including whole, half, •order and arrange combinations of mathematical objects in quarter and three-quarter turns. patterns and sequences. •use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and ¾ turns •interpret and construct simple pictograms, tally charts, block diagrams and simple tables

Extract info from data

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•ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity •ask and answer questions about totalling and comparing categorical data

•interpret and present data using bar charts, pictograms and tables

Year 6

•use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling

•Convert between different units of measure (e.g. Hours to minutes) •read, write and convert time between analogue and digital 12and 24-hour clocks •solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days

•solve problems involving converting between units of time

•illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

•compare and classify geometric shapes, including quadrilaterals and triangles, based on properties and sizes •identify lines of symmetry in 2-D shapes presented in different orientations •complete a simple symmetric figure with respect to a specific line of symmetry.

•use the properties of rectangles to deduce related facts and find missing lengths and angles •distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

•draw 2-D shapes using given dimensions and angles compare and classify geometric shapes based on their properties and sizes

•identify 3-D shapes, including cubes and other cuboids, from 2-D •recognise, describe and build simple 3-D shapes, including representations making nets •find unknown angles in any triangles, quadrilaterals, and regular polygons

•recognise angles as a property of shape or a description of a turn •identify acute and obtuse angles and compare and order angles •identify right angles, recognise that two right angles make a half- up to two right angles by size turn, three make three quarters of a turn and four a complete turn •identify whether angles are greater or less than right angle

Angles Position & Direction

Year 3

•recognise and know the value of different denominations of coins •recognise and use symbols for pounds (£) and pence (p); combine •add and subtract amounts of money to give change, using both £ and notes amounts to make a particular value and p in practical contexts •find different combinations of coins that equal the same amounts of money •solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

•know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles •draw given angles, and measure them in degrees (°) •identify angles at a point and one whole turn (total 360°); at a point on a straight line and ½ a turn (total 180°) •identify other multiples of 90° •describe positions on a 2-D grid as coordinates in the first •identify, describe and represent the position of a shape following quadrant a reflection or translation, using the appropriate language, and •describe movements between positions as translations of a given know that the shape has not changed unit to the left/right and up/down •plot specified points and draw sides to complete a given polygon

•recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles

•interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs

•complete, read and interpret information in tables, including timetables

•interpret and construct pie charts and line graphs calculate and interpret the mean as an average

•solve comparison, sum and difference problems using information presented in a line graph

•use pie charts and line graphs to solve problems

•solve one-step and two-step questions [for example, ‘How many •solve comparison, sum and difference problems using more?’ and ‘How many fewer?’] using information presented in information presented in bar charts, pictograms, tables and other scaled bar charts and pictograms and tables graphs

•describe positions on the full coordinate grid (all four quadrants) •draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Objectives reprinted under Open Government Licence

How Healthy Am I? Our bodies are fantastic! Some parts are really long and some parts are really small. Our bodies help us to move and to play with our friends. We can look after our bodies by eating healthy food, like fruit and vegetables. Unhealthy food, like crisps and sweets, can make us unfit. There are 5 main food groups: meat and fish, grains, dairy, fruit and vegetables, and fatty foods. We must eat all of them sensibly to stay healthy.

Doing lots of exercise keeps our bodies healthy. Exercises like running, or going on our bikes are really good. They make your body work and you feel fit afterwards!

Reading Progression Year 1

Decoding

Range of Reading

Familiarity with texts

Poetry & Performance

Year 2

Year 3

Year 4

•apply phonic knowledge to decode words •speedily read all 40+ letters/groups for 40+ phonemes •read accurately by blending taught GPC •read common exception words •read common suffixes (-s, -es, -ing, -ed, etc.) •read multisyllable words containing taught GPCs •read contractions and understanding use of apostrophe •read aloud phonically-decodable texts

*secure phonic decoding until reading is fluent *read accurately by blending, including alternative sounds for graphemes *read multisyllable words containing these graphemes *read common suffixes *read exception words, noting unusual correspondances *read most words quickly & accurately without overt sounding and blending

*apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet *read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

*apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet

•listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently •being encouraged to link what they read or hear read to their own experiences

*listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently

*listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks *reading books that are structured in different ways and reading for a range of purposes

*continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks *reading books that are structured in different ways and reading for a range of purposes *making comparisons within and across books

*becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics *recognising and joining in with predictable phrases

*becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales *recognising simple recurring literary language in stories and poetry

*increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally *identifying themes and conventions in a wide range of books

*increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions *identifying and discussing themes and conventions in and across a wide range of writing

*learning to appreciate rhymes and poems, and to recite some by heart

*continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

*preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action *recognising some different forms of poetry

*learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

*discussing word meanings, linking new meanings to those already known

*discussing and clarifying the meanings of words, linking new meanings to known vocabulary *discussing their favourite words and phrases

*using dictionaries to check the meaning of words that they have read

*drawing on what they already know or on background information and vocabulary provided by the teacher *checking that the text makes sense to them as they read and correcting inaccurate reading

*discussing the sequence of events in books and how items of information are related *drawing on what they already know or on background information and vocabulary provided by the teacher *checking that the text makes sense to them as they read and correcting inaccurate reading

*checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context *asking questions to improve their understanding of a text *identifying main ideas drawn from more than one paragraph and summarising these

* checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context *asking questions to improve their understanding *summarising the main ideas drawn from more than one paragraph, identifying key details to support the main ideas

Word meanings

Understanding

Inference Prediction

Year 6

*discussing the significance of the title and events *making inferences on the basis of what is being said and *drawing inferences such as inferring characters’ feelings, *drawing inferences such as inferring characters’ feelings, *drawing inferences such as inferring characters’ feelings, *drawing inferences such as inferring characters’ feelings, *making inferences on the basis of what is being said and done thoughts and motives from their actions, and justifying thoughts and motives from their actions, and justifying thoughts and motives from their actions, and justifying thoughts and motives from their actions, and justifying done *answering and asking questions inferences with evidence inferences with evidence inferences with evidence inferences with evidence *predicting what might happen on the basis of what has been read so far

*predicting what might happen on the basis of what has been read so far

Authorial Intent *being introduced to non-fiction books that are structured in different ways

Non-fiction

Discussing reading

Year 5

*participate in discussion about what is read to them, taking turns and listening to what others say *explain clearly their understanding of what is read to them

*predicting what might happen from details stated and implied

*discussing words and phrases that capture the reader’s interest and imagination *identifying how language, structure, and presentation contribute to meaning

*identifying how language, structure and presentation contribute to meaning *discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

*retrieve and record information from non-fiction

*distinguish between statements of fact and opinion *retrieve, record and present information from nonfiction

*recommending books that they have read to their peers, giving reasons for their choices *participate in discussions about books, building on their own and others’ ideas and challenging views courteously *explain and discuss their understanding of what they have read, including through formal presentations and debates, *provide reasoned justifications for their views

*participate in discussion about books, poems & other *participate in discussion about both books that are read *participate in discussion about both books that are read works that are read to them & those that they can read to them and those they can read for themselves, taking to them and those they can read for themselves, taking for themselves, taking turns and listening to what others turns and listening to what others say turns and listening to what others say say *explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Objectives for Year 3 and Year 4 are and so are reprinted identically.

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Objectives for Year 5 and Year 6 are and so are reprinted identically.

Objectives reprinted under Open Government Licence

Knowledge Organiser for the Spring House Day: Shackleton’s Journey

Timeline of key events th 8 August, 1914 th

5 December, 1914

The Endurance sets said for Buenos Aires in Argentina Endurance leaves South Georgia, heading for the Sandwich Islands

19 January, 1915

The Endurance becomes frozen in an ice floe in the Weddell Sea Shackleton informs the men that the ship will now be converted to their winter base The Endurance becomes crushed beyond repair by the pack ice and the men abandoned ship

24 February, 1915 th

27 October, 1915 st

21 November, 1915

The Endurance finally sunk, to leave the men drifting on the ice

Shackleton and the men began the search for safer ice, pulling the provisions and life boats for seven days and seven nights before setting up ‘Patience Camp’ The ice floe broke up and Shackleton ordered the men into the 3 lifeboats, to head to the nearest land, Elephant Island, which was 5 days dangerous sailing away Shackleton and 5 others (including Worsley and McNeish) set sail in the ‘James Caird’ rowing boat across some of the most treacherous seas in the world to South Georgia, where there was a whaling station Shackleton arrived at South Georgia, but on the opposite side to the whaling station. He decided to cross the mountainous route with two others, despite having no specialist mountaineering equipment, except 50 feet of rope

ho ol

23 December, 1915 th

9 April, 1916

24 April, 1916

8 May, 1916 th

The climbing party reached the whaling station and raised the alarm

20 May, 1916

Shackleton led the boats which rescued the men from Elephant Island, shouting, ‘Are you well?’ with Wild replying, ‘We are all well, Boss.’

Key Numbers

5000 28

1.3 metres 700 miles 800 miles 32 miles

30 August 1916

The number of dogs chosen for the expedition The number of applicants who wanted to be on the expedition The number of men on the crew (including Percy Blackborrow, who was a stowaway) The thickness of the Endurance’s bow – ideal for breaking through ice The distance The Endurance travelled through the pack ice before becoming frozen The distance Shackleton had to sail in an open rowing boat from Elephant Island to South Georgia The distance that Shackleton and his two colleagues had to travel across the ice-capped mountains of South Georgia, with no climbing equipment

Glossary The southern most continent on earth, which is bigger than Europe and double the size of Australia. Most of it is covered in ice over a mile thick, and it is the site of the coldest recorded temperature on Earth (-89°C)

Antarctica Blizzard

A heavy snowstorm

Blubber

Animal fat, used as food and fuel

Floe

A sheet of floating ice An injury caused by exposure to extreme cold, and which can be very serious

Hummock

Where forces of nature and weather have heaved ice into a mound

Frostbite

A large area of ice formed when many smaller pieces of ice are pushed together by the sea or the wind

Rations

Fixed daily amounts of food

Key Figures Sir Ernest Shackleton

Ship’s Captain

Henry McNeish

Ship’s carpenter

Frank Worsely

Second in command

Expedition leader

Frank Wild

ho ol

Pack ice

Expedition photographer

Dr Alexander Macklin

Expedition surgeon

Frank Hurley

Interesting facts  Shackleton was born near Dublin, in Ireland in 1874  As a child he loved to read, which inspired him to have his own adventures  The ship was named ‘Endurance’ after Shackleton’s family motto: ‘By Endurance We Conquer’  Whilst waiting on the ice, the crew constructed ‘Dog Town’, where ‘dog igloos’ were built from ice and wood for each of the ship’s dogs  The men on Elephant Island turned the life boats upside down and converted them into shelters, with George Marston (the expedition’s artist) using his oil paints as glue so that the canvas sheets could be fixed as extra waterproofing th  Sir Ernest Shackleton died on the 5 January, 1922 and was buried on the island of South Georgia

CHANGING STATES OF MATERIALS Melt

Freeze

SOLID

Evaporate

Condense

LIQUID

Key Vocabulary Temperature – how hot or cold something is. Measured in degrees Celsius (oC). Particle – a tiny amount of something. You can’t see them with your eyes! Melting – the process of a solid heating and changing into a liquid. Evaporation – the process of a liquid heating and changing into a gas. Condensation – the process of a gas cooling and changing into a liquid. Freezing – the process of a liquid cooling and changing into a solid. Precipitation – When water or snow fall from a cloud

GAS

The Victorian Monarchy

Key Dates Date Event 1819 Victoria was born 1820 Edward, Victoria’s father, died 1837 King William IV, Victoria’s uncle, died and Victoria became Queen 1838 Queen Victoria’s coronation 1840 Queen Victoria and Prince Albert married 1841 Victoria and Albert had first child 1861 Prince Albert died 1877 Queen Victoria became Empress of India 1887 Queen Victoria’s Golden Jubilee 1897 Queen Victoria’s Diamond Jubilee 1901 Queen Victoria died Fun Fact! Victorians counted their money in pounds (£), shillings (s) and pence (d). There were 20 shillings to one pound, and 12 pence in one shilling.

The Empire

British

Britain ruled the British Empire. Victoria was Empress of India as well as Queen of Britain, Canada (the biggest country in the Empire) and small countries such as Jamaica. Trade with the Empire helped make Britain rich.

Other Key Events Date 1837 1838 1840 1843 1844-1845 1850s 1851 1856 1868 1876 1880

Event Houses of parliament built First photograph taken First postage stamp used First Christmas cards sent Railway tracks built all over Britain Post boxes built First free public library opened Police force in place in all towns Britain defeated Russia in the Crimean War Last public hanging Telephone invented School was made compulsory for all children

Uganda Year 2 – Geography Knowledge Organiser

Key Facts – Uganda Uganda is a country in Africa. The capital city of Uganda is Kampala. Uganda is the same size as the United Kingdom. People in Uganda speak English and Swahili. Uganda is in a tropical climate zone and the average temperature is 26°C but only 10°C in the UK. 35 million people live in Uganda and 65 million people live in the UK. Life expectancy is 46 years in Uganda and 79 years in the UK. Average households in Uganda earn £16 per week whilst in the UK it is £600.

Key Vocabulary Country – an area of land with clear boundaries which fits within a continent. Capital city – the most important city where the government runs the country. Continent – large land masses which are made up of groups of countries (apart from Antarctica!). Ocean – a very large expanse of sea water. Rural – in the countryside. Urban – in a town or city. City – a large settlement of people. Town – a medium-sized settlement of people. Village – a small settlement of people.

Lake Victoria is the largest lake in Africa. Lake Victoria is three times bigger than Wales! The three colours on Uganda’s flag represent the African people (black), Africa’s sunshine (yellow) and African brotherhood (red).

Key Geographical Facts The seven continents are Europe, Africa, North America, South America, Australia, Antarctica and Asia. The five oceans of the world are the Arctic, Atlantic, Pacific, Indian and Southern Ocean. The United Kingdom is made up of the countries of England, Wales, Scotland and Northern Ireland. The capital city of England is London. The capital city of Wales is Cardiff. The capital city of Scotland is Edinburgh. The capital city of Northern Ireland is Belfast.

Writing Progression Year 1 Phonic & Whole word spelling

Other word building spelling Transcription

Handwriting

Year 3

• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones • learning to spell common exception words • distinguishing between homophones and near-homophones

• spell further homophones • spell words that are often misspelt (Appendix 1)

• using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs • using the prefix un– • using –ing, –ed, –er and –est where no change is needed in the spelling of root words • apply simple spelling rules and guidance from Appendix 1

• learning the possessive apostrophe (singular) • learning to spell more words with contracted forms • add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly • apply spelling rules and guidelines from Appendix 1

• use further prefixes and suffixes and understand how to add them • place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals • use the first 2 or 3 letters of a word to check its spelling in a dictionary

• write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

• write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

• sit correctly at a table, holding a pencil comfortably and correctly • begin to form lower-case letters in the correct direction, starting and finishing in the right place • form capital letters • form digits 0-9 • understand which letters belong to which handwriting ‘families’ and to practise these

• form lower-case letters of the correct size relative to one another • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined • write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters • use spacing between words that reflects the size of the letters.

• use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined • increase the legibility, consistency and quality of their handwriting

• writing narratives about personal experiences and those of others (real and fictional) • writing about real events • writing poetry • writing for different purposes

• discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Contexts for Writing Planning Writing

Year 2

• words containing each of the 40+ phonemes taught • common exception words • the days of the week • name the letters of the alphabet in order • using letter names to distinguish between alternative spellings of the same sound

• saying out loud what they are going to write about • composing a sentence orally before writing it

• planning or saying out loud what they are going to write about • discussing and recording ideas • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

• sequencing sentences to form short narratives • re-reading what they have written to check that it makes sense

• writing down ideas and/or key words, including new vocabulary • encapsulating what they want to say, sentence by sentence

• organising paragraphs around a theme • in narratives, creating settings, characters and plot • in non-narrative material, using simple organisational devices (headings & subheadings)

• discuss what they have written with the teacher or other pupils

• evaluating their writing with the teacher and other pupils • rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form • proofreading to check for errors in spelling, grammar and punctuation

• assessing the effectiveness of their own and others’ writing and suggesting improvements • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences • proofread for spelling and punctuation errors

• read their writing aloud clearly enough to be heard by their peers and the teacher.

• read aloud what they have written with appropriate intonation to make the meaning clear

• read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

• leaving spaces between words • joining words and joining clauses using "and"

• expanded noun phrases to describe and specify

• regular plural noun suffixes (-s, -es) • verb suffixes where root word is unchanged (-ing, -ed, -er) • un- prefix to change meaning of adjectives/adverbs • to combine words to make sentences, including using and • Sequencing sentences to form short narratives • separation of words with spaces • sentence demarcation (. ! ?) • capital letters for names and pronoun 'I')

• sentences with different forms: statement, question, exclamation, command • the present and past tenses correctly and consistently including the progressive form • subordination (using when, if, that, or because) and coordination (using or, and, or but) • some features of written Standard English • suffixes to form new words (-ful, -er, -ness) • sentence demaracation • commas in lists • apostrophes for ommission & singular posession

• extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition • using conjunctions, adverbs and prepositions to express time and cause (and place) • using the present perfect form of verbs in contrast to the past tense • form nouns using prefixes (super-, anti-) • use the correct form of 'a' or 'an' • word families based on common words (solve, solution, dissolve, insoluble)

• beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark • using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

• learning how to use both familiar and new punctuation • using and punctuating direct speech (i.e. Inverted commas) correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

letter, capital letter, word, singular, plural , sentence punctuation, full stop, question mark, exclamation mark

noun, noun phrase, statement, question, exclamation, command, compound, adjective, verb, suffix , adverb tense (past, present) , apostrophe, comma

Drafting Writing

Editing Writing

Performing Writing Vocabulary

Grammar (edited to reflect content in Appendix 2)

Punctuation (edited to reflect content in Appendix 2)

Grammatical Terminology

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adverb, preposition conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’)

Objectives reprinted under Open Government Licence

Writing Progression Year 4 • spell further homophones • spell words that are often misspelt (Appendix 1)

Year 5

Year 6

• spell some words with ‘silent’ letters • continue to distinguish between homophones and other words which are often confused • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1

• use further prefixes and suffixes and understand the guidance for adding them • use dictionaries to check the spelling and meaning of words • use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Phonic & Whole word spelling

Other word building spelling Transcription

• use the diagonal and horizontal strokes that are needed to • choosing which shape of a letter to use when given choices join letters and understand which letters, when adjacent to one and deciding whether or not to join specific letters another, are best left unjoined • choosing the writing implement that is best suited for a task • increase the legibility, consistency and quality of their handwriting

• choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters • choosing the writing implement that is best suited for a task

Handwriting

• discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

• identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

• discussing and recording ideas • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

• noting and developing initial ideas, drawing on reading and research where necessary

• organising paragraphs around a theme • selecting appropriate grammar and vocabulary, understanding • in narratives, creating settings, characters and plot how such choices can change and enhance meaning • in non-narrative material, using simple organisational devices • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action • précising longer passages • using a wide range of devices to build cohesion within and across paragraphs • using further organisational and presentational devices to structure text and to guide the reader

• selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action • précising longer passages • using a wide range of devices to build cohesion within and across paragraphs • using further organisational and presentational devices to structure text and to guide the reader

• assessing the effectiveness of their own and others’ writing • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning • ensuring the consistent and correct use of tense throughout a piece of writing • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register • proofread for spelling and punctuation errors

• read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

• perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

• use a thesaurus • using expanded noun phrases to convey complicated information concisely • using modal verbs or adverbs to indicate degrees of possibility

• using fronted adverbials • difference between plural and possesive -s • Standard English verb inflections (I did vs I done) • extended noun phrases, including with prepositions • appropriate choice of pronoun or noun to create cohesion

• using the perfect form of verbs to mark relationships of time and cause • using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun • converting nouns or adjectives into verbs • verb prefixes • devices to build cohesion, including adverbials of time, place and number

• recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms • using passive verbs to affect the presentation of information in a sentence • using the perfect form of verbs to mark relationships of time and cause • differences in informal and formal language • synonyms & Antonyms • further cohesive devices such as grammatical connections and adverbials • use of ellipsis

• using commas after fronted adverbials • using commas to clarify meaning or avoid ambiguity in writing • indicating possession by using the possessive apostrophe with • using brackets, dashes or commas to indicate parenthesis singular and plural nouns • using and punctuating direct speech (including pucntuation within and surrounding inverted commas)

• using hyphens to avoid ambiguity • using semicolons, colons or dashes to mark boundaries between independent clauses • using a colon to introduce a list punctuating bullet points consistently

determiner, pronoun, possessive pronoun, adverbial

subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

www.primarycurriculum.me.uk

modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Contexts for Writing Planning Writing

Drafting Writing

Editing Writing

Performing Writing Vocabulary

Grammar (edited to reflect content in Appendix 2)

Punctuation (edited to reflect content in Appendix 2)

Grammatical Terminology

Objectives reprinted under Open Government Licence

‘History will be kind to me for I intend to write it.’ Churchill

World War 2

‘It is not truth that matters, but victory.’ Hitler

World War 2 lasted from 1939 to 1945. It was fought in Europe, in Russia, North Africa and in Asia. 60 million people died in World War 2. About 40 million were civilians. Children as well as adults were affected by the war. It was a global military conflict, which was fought between the Allied powers of the United States, United Kingdom, and Soviet Union against the Axis powers of Germany, Italy, and Japan, with their respective allies. The Allied powers sought to stop Nazi Germany in its conquest for European domination. The war was sparked when the Nazis invaded Poland, leading to France and the United Kingdom declaring war on Germany. What followed was 6 years of turmoil. Hitler’s aim was the destruction of the Jewish race. It is estimated that 6 million Jews died in the reign of Hitler, what was later to be called the Holocaust. Battles were fought at sea, air, and land. Approximately 73 million people were thought to have died in the conflict, including Hitler himself who took his own life after realising that Nazi Germany was defeated in 1945. Key Vocabulary Air raid Anderson Shelter Allies Axis Alliance Blackout Blitz Concentration camp Evacuee Gas masks Holocaust Nazi Propoganda Rationing

An attack by enemy planes dropping bombs. A small shelter made from corrugated steel to protect people from bombs, usually found in the garden. Countries (including Britain, France, the Soviet Union and the USA) who joined forces to fight the Axis Powers. Germany, Japan, Italy and other countries that were allies in World War 2. Wartime ban on street lights and other lights at night.

1939 September 3 1940 May 10 to June 22

1940 May 30 1940 June 10 1940 July 10 1940 September 22 1941 December 7 1944 June 6 1944 December 16 1945 April 30 1945 May 7

Allies Great Britain - Neville Chamberlain (1939-1940)

Axis Alliance Germany - Adolf Hitler

Winston Churchill (19401945) Russia - Joseph Stalin

Japan - Hideki Tojo

German air raids, from a German word 'blitzkrieg' which means 'lightning war'. Prison where Jews and other prisoners were kept by the Nazis.

USA - Franklin D Roosevelt

Italy - Benito Mussolini

Someone who was evacuated, moved from a danger area to a safer place. Face mask to protect people against poison gas.

France - Charles de Gaulle

Mass murder of Jews and other people by the Nazis. Short for National Socialist Party (in Germany), a follower of Hitler was also called a Nazi. Controlling news media (such as radio) to show your side in the best way. Controlling the supply of food, clothes, petrol and other things.

Timeline 1939 September 1

Leaders

Germany, led by Hitler, invades Poland. World War II begins. France and Great Britain declare war on Germany. Germany uses quick strikes called blitzkrieg, meaning lightning war, to take over much of Western Europe including the Netherlands, Belgium, and northern France. Winston Churchill becomes leader of the British government. Italy enters the war as a member of the Axis powers. Germany launches an air attack on Great Britain. These attacks are known as the Battle of Britain. Germany, Italy, and Japan sign the Tripartite Pact creating the Axis Alliance. The Japanese attack the US Navy in Pearl Harbor. The next day the US enters World War II on the side of the Allies. D-day and the Normandy invasion. Allied forces invade France and push back the Germans. The Germans launch a large attack in the Battle of the Bulge. They lose to the Allies sealing the fate of the German army. Adolf Hitler commits suicide as he knows Germany has lost the war. Germany surrenders to the Allies.

Harry Truman (1945)

Dinosaur Planet The dinosaurs lived on Earth 248 million years ago. This was called the Mesozoic Era. They were amazing animals that ruled the land long before humans did. Some were very small but some were huge like the Diplodocus. Other well known dinosaurs were the Tyrannosaurus-Rex, Stegosaurus, Brachiosaurus, Triceratops and Pterodactyl. Some dinosaurs ate meat (carnivores) whereas some only ate plants (herbivores). 65 million years ago, an enormous meteorite hit Earth and killed all of the dinosaurs. This made all of the dinosaurs extinct. Nowadays, special people called Palaeontologists study dinosaurs and search for bones and fossils to help us learn all about them.

Key Vocabulary Palaeontologist A scientist who studies ancient life, like the dinosaurs. Fossil The remains of dead animals, often found in rocks. An animal that only eats plants and the fruits and vegetables Herbivore that they grow. Carnivore An animal that only eats meat. Omnivore An animal that eats plants and meat. Extinction When a complete group of animals die out, like the dinosaurs. Meteorite A large mass of rock that travels through outer space. Mesozoic Era The time when dinosaurs dominated the Earth. It lasted 130 million years.

All About Me Humans and Animals Human body parts

Senses Senses are the things that happen in our body to tell us about the world around us. We haveâ&#x20AC;Ś

head face

neck

shoulders

arm

senses

chest

elbow stomach hand

fingers

We use our eyes to see. We use our ears to hear. We use our nose to smell. We use our tongue to taste. We use our skin to touch.

knee leg foot

toes

Animal Diets A diet is the type of food you eat. Different animals have different diets.

only eat meat

only eat plants

eat meat and plants

Types of Animals

Mammals

Reptiles

Amphibians

Fish

Birds

Insects

Animal Body Parts Animals have lots of body parts that are the same as ours, like heads, eyes, legs and noses. Some animals have body parts that humans do not have at all like wings, scales, tails, beaks and claws.

What makes some places sacred? Year 1 Autumn Term

Key Questions Which places are special and why? Why do people pray? Where do I feel safe? Where is a sacred place for believers to go? Which place of worship is sacred for Christians? Which place of worship is sacred for Jewish people? Which place of worship is sacred for Muslims? How are places of worship similar and different? Why are places of worship important to our community?

In this unit, the children will:  



Say why places of worship are important to the local community. Identify objects in a church, synagogue and mosque and say how they are used and what they mean to believers. Describe the ways that Christian, Muslim and Jewish people worship God and where they might do this.

Key Content:  

  

People have special places where they feel safe. Some places in our community that are special to people are: school, library, swimming pool, doctors’ surgery and the hospital.

Key Content:  

Synagogues are sacred for Jews. Synagogues include: Ner tamid, ark, Torah scroll, Bimah, tallit (prayer shawl, Kippah (skull cap).

 

Mosques are sacred from Muslims. Muslims remove their shows before they enter the mosque. Mosques include: wuzu area (washing area), calligraphy, prayer mat, prayer beads, minbar, mihrab.

The church, mosque and synagogue are special to some people. Churches are sacred for Christians. Churches include: altar, cross, Lord’s table, bread, wine, Bible, candles.



Key Vocabulary: Sacred: something believed to have a special connection to God. Believer: someone who is sure God exists. Safe: something that doesn’t harm you. Important: very special. Holy: something believed to be connected to God. Church: a place where Christians worship. Synagogue: a place where Jews worship. Mosque: a place where Muslims worship. Bible: Jewish and Christian holy book. Torah: the first five books of the Bible. Qu’ran: the Muslim holy book.

What’s It Like Where We Live? Year 1 Autumn Term

In this unit the children will develop locational knowledge based on the view from the school and local walks. They will build place vocabulary to define where they live, which is deepened through fieldwork experiences and using maps.

Background Information We will focus on our locality. Transport links, population density and distances of travel will be important. We will consider statistical information about who lives locally from council census data, local newspapers and online, a local studies archive and the Office of National Statistics (www.ons.gov.uk). We will also research local area maps on the Internet.

By the end of the unit

In this unit, the children will:     



Develop knowledge about the locality Use simple fieldwork and observational skills in the school, its grounds and surroundings Know the differences between a map, plan and aerial photograph Recognise landmarks and basic human and physical features Use locational and directional language to describe the location of features and routes on a map Use basic geographical vocabulary.

Map Work The children will use and add to a classroom plan and practise sequencing events on a journey. They will use online resources such as: geograph.org.uk; Google/Bing Image search; Google Maps ‘Explore’ feature; Google Street View; local authority or tourism websites.

All children can:  Know about the local area and the nearest local green space (physical geography)  Create a landmark as part of a simple class map  Describe their landmark  Use maps, plans and aerial photographs  Use geographical vocabulary: map, plan, near, far, often, rarely.  Most children can:  Know and understand about the local area and its physical and human geography  Create a landmark as part of a simple class map  Describe their landmark and know where it was on a class journey  Use maps, plans and aerial photographs  Use geographical vocabulary: map, plan, near, far, often, rarely, North, South, East, West. Some children can:  Know and understand about the local area and its physical and human geography  Create a landmark as part of a simple class map, and consider its relative size (scale)  Describe their landmark and know where it was on a class journey  Use maps, plans and aerial photographs  Use geographical vocabulary: map, plan, symbol, near, far, often, rarely, North, South, East, West.

Key Vocabulary: Common: land that everyone can use Dunes: sandy mounds by the sea or in a desert Far: distant Forest: large area covered with trees

Key Content:

Key: symbols on a map, and what they mean Map: plan of a place, from above Near: close North, South, East, West: compass points Often: many times Park: land or large garden where people walk or play Plan: outlines of a room or rooms, from above Rarely: not often School: building where children learn

  

 

  



Symbol: picture on a map to show a feature on land Wetland: swamp or marsh near a river or coast Wild: land not farmed, used for parks or gardens, or built on Wood: land covered with trees, smaller than a forest.



    

We all travel to different places. We travel to school. We travel in different ways such as walking, cycling, on a scooter, in a car, on a train or on a bus. We live in a city called London. Some of our local places include Bethnal Green Library, Victoria Park and Mile End. Victoria Park is a green space. Places can be busy, quiet, loud, fun or boring. Places we visit often in school are our class room, the hall, the toilet and the playground. Places we visit rarely in school are the headteacher’s office and the Year Six classroom. Places in the world that are far away are Bangladesh, America, Australia and Nigeria. We would need to fly on a plane to go there. Maps show us where places are. We have maps on computers, phones and tablets. We use maps to find our way around. When you get used to a place, you remember the map in your head. For small areas we use a plan. This helps us understand where things are. It’s like looking down like a bird flying high and seeing everything.

Knowledge Organiser for Year 1 and 2 Topic: All Dressed Up Key questions:  Can you create your own repeating pattern?  Can you recognise a repeating pattern?  Can you match the design technique shown in a photo with the printing method?  Can you match the word or definition to a design techniques shown in photos? Key facts and definitions Textiles The textile industry is one of the world’s largest industries. There is an extraordinary range of fabrics, each with its own properties and characteristics. The way a fabric is made gives it a particular look and feel. Natural fibres are spun into yarns that are used to make woven or knitted fabric. Woven fabrics tend not to stretch whereas knitted fabric does. Natural fibres include silk, cotton, wool and linen. Weaving -weft threads (going across) are woven over and under long warp threads (going down) on a loom. Today, weaving is mainly done on a mechanised looms.

Knitting

-loops of yarn are interlaced along a single line of thread. Knitting can be done on knitting needles or machines.

Felting

-fibres (mainly wool) are pressed together and worked so that they become tangled up and inseparable, forming a fabric.

Tartan

Tartan is a woollen cloth woven in a check pattern, using many different colours. The wearing of tartan and tartan kilts is associated with Scotland. Traditionally, different tartan designs and colours were linked to different districts or areas in Scotland because natural dyes made from local plants were used and these determined the colours of the tartan. For example, green and purple tartan would come from coastal areas and yellow, brown and blue tartan from moorland regions. William Morris (1834-1896) was a famous textile designer and an English Art Pre-Raphaelite painter. He believed in traditional methods of textile design and production, preferring to use natural vegetable dyes and printing using hand woodblocks instead of modern rollers. Inspired by nature, his work is detailed and rich in tone and colour. Special There are many sports,hobbies, occupations and religious occasions where people dress Clothing in special or protective clothing. Thisclothing also acts as a form of communication to signify the role and the nature of the work of the wearer. For example: • Protective clothing – fire-fighter, diver, climber • Uniforms – nurse, police officer, soldier • Sports clothing – judo, cricket, football • Religious clothing – imam, rabbi, minister, priest Did you know…? It was the mechanisation of the textile industry in the 18th century that led directly to the Industrial Revolution in Great Britain, which later spread across the world. In the past, all textiles were made using natural fibres from a range of plants and animals. In the 20th century, artificial (or synthetic) fibres were introduced including nylon, polyester, acrylic and Lycra. Key vocabulary Key People William Morris  Cut, roll ,coil and join Cath Kidston  Press, roll, stamp  Repeating pattern  Weaving: warp and weft

Knowledge Organiser for Year 1/2 Geography Topic: Cambridge and the surrounding area. Where is Cambridge?

Country: England, United Kingdom (Capital London) Area: East Anglia (East of England) County: Cambridgeshire

Cambridge

Key Vocabulary Fenland Arable Pastoral Crops Peat Fertile Coast Inland Tourist Coniferous Forest Non-coniferous forest Hill Dyke Vegetation Marsh Herbaceous plants Flood defences

An area of low and marshy ground Farms which have crops Farms which have animals (livestock) What farmers grow in their fields e.g. wheat, barley and potatoes The dark soil in the fens made from the remains of prehistoric wood Good soil to grow things in Where the land meats the sea An area which is away from the coast Somebody who visits a place to enjoy it An area of woodland consisting of only evergreen trees An area of woodland consisting of only deciduous trees A naturally raised area of land (not as high as a mountain) A barrier for the marsh so areas of arable land are made and protected A large expanse of plants A wet muddy are of land on the banks of a river Plants that grow in marshes and on the fenlands Natural or man-made protection against flooding of a river

Basic map symbols to be learnt Non-Coniferous Forest

Key Physical and Human Features Physical Features Fenland Marsh The river Cam The river Ouse Flood plains Human Features: Universities Churches Roads Bridges Houses Shops Science Park Dykes and Ditches Train line/ railway station

Church

Fieldwork skills to be covered Marsh land School

Coniferous forest Road

Train line

Train station

To know North, South, East and West compass points on a map. To recognise basic map symbols. To follow a route through the local area using a map.

Knowledge Organiser for Year 1/2 History Topic: The History of Cambridge Timeline of key events st 1 Century AD 875

The Romans built a fort on Castle Hill

Cambridge was founded. It would have been surrounded by a ditch.

1207

William the Conqueror ordered that a Castle be built in Cambridge. At this time the town is called ‘GrantaBryge’ Cambridge is given a town charter giving them the right to elect a mayor

1610 1630 1845 1951

Fresh water is brought to the town via a conduit Cambridge was hit by a severe outbreak of Plague The railway comes to Cambridge Cambridge is made a city

1068 1209

The University is founded

Key Places Peterhouse College St Benet’s Church Hobson Conduit

King’s College Chapel The River Cam

The first Cambridge college- founded in 1284 The oldest building in Cambridge- built in 1025 A water course which brings fresh water to the town. It runs above the ground and along the side of the road in some places The most iconic building in Cambridge Originally called the River Granta, the Cam is the river which runs through Cambridge

Important People William the Conqueror King John Henry VI Oliver Cromwell

The first Norman king of England. He ordered the building of the castle Granted the town its charter Founded Kings College Went to Cambridge University and later became ‘Lord Protector of England’ after the King (Charles I) was executed Thomas Hobson Gave money so that clean water could be brought to the people of Cambridge via the ‘Hobson’s Conduit’ Famous Alumni. We will look closely at some of the people who have made Cambridge University so famous, including: Isaac Newton, Samuel Pepys, Charles Darwin, Francis Crick, James Watson, Rosalind Franklin, Stephen Hawking, Alan Turing, Quentin Blake, Frederick Sanger Why did Cambridge grow and prosper?  The River:Medieval Cambridge prospered because it was located on the river Cam that in turn flowed into the Great Ouse. That river   

flows to the sea at Kings Lynn, which in the Middle Ages was a large and important town. In those days it was much easier and cheaper to transport goods by water than by land. The Cam acted as an 'artery' through the Fens. Grain was transported in this way from the Fens to London and even into Europe.

Trade and industry: In Medieval times the town held markets and fairs where people came to buy and exchange goods. By the 1400s there was a wool and leather industry in Cambridge. In more recent history, a big ‘Science Park’ has been built in Cambridge. People here do important scientific and technological work and it means there are jobs for people to come to. The University: The University came to Cambridge when some of the students in Oxford got cross and left. It brought students to the town which meant the town got more money. It now has over 19,000 students and 31 colleges and is one of the best Universities in the world! Transport: In medieval times the river made Cambridge easy to access. When the railway came, it meant people could easily get to Cambridge from London and this meant it grew.

Knowledge organiser for Year 1/2 2 TopicTopic Animals and their Habitats Key Vocabulary Organism Living Dead Habitat

An individual animal, plant or single-celled single life form An organism that displays the key characteristics of life Something is considered dead when the key characteristics of life have ceased or stopped The home or environment of an animal, plant or other organism

Food chain Producer Consumer Predator Energy Survival Adaptation

A series of organisms that depend on each other for food The first level of the food chain. Often a green plant An organism that feeds on other organisms in a food chain A large animal at the top of the food chain The ‘life’ that is passed through the food chain. Staying alive or keeping on living When something changes to suit its environment

Microhabitat

A small scale habitat bitat within a larger habitat (eg a leaf on a tree)

How are different animals adapted for their habitats? General adaptations  Feet/ hooves in different shapes and sizes depending on if animals need to swim or walk on difficult sizes  Claws for climbing, digging or tearing meat  Teeth in varied shapes and sizes depending on diet  Beaks in varied shapes depending on diet  Fur in different colours and patterns for camouflage  Skin with different amount of fur or hair Specific adaptations eg: Polar Bears  Large paws to spread weight on the snow  White fur for camouflage  Layer of fat for insulation  Nostrils which can close under the water Elephants  Ears which flap to cool off  Trunk to reach high in trees  Wrinkled skin to give a bigger surface area  Tusks for digging Camel  Large feet to spread weight on the sand  Thick fur on top for shade and thin fur everywhere else for heat loss  Two rows of eyelashes to keep out sand  Ability to go for a long time without water

What are the key characteristics of life?

Movement – All living things move Respiration –Using Using oxygen to turn food into energy Sensitivity – Responding to and being aware of changes in the environment Growth – All living things grow Reproduction – Making more of the same species Excretion - Getting rid of waste Nutrition – Taking in and using food

Example of a food chain

Habitats – key information  A habitat provides plants and animals with food and shelter  Examples of a habitat include a pond, pon seashore, garden, and desert  Animals and plants are adaptedto their habitats. This means they have special features that help them to survive there. This was discovered by Charles Darwin who wrote a book about it called, ‘On the Origin of the Species’

Beachcombers Habitats Habitats are places where animals or plants live. Micro-habitats are smaller places within the habitat. For example, a beach is a habitat. The rock-pool on the beach is a micro-habitat for animals like crabs and starfish.

Beach Dwellers

Rock-Pools Rock-pools are micro-habitats where a range of sea creatures live. They are formed when the tide goes out and sea water is left in holes in the rock. Often, visitors to the beach will go â&#x20AC;&#x2DC;rock-poolingâ&#x20AC;&#x2122; and hunt for interesting creatures. Thousands of organisms can live in a rock-pool at any one time.

Lots of different animals live on the beach and in rock-pools: animals like crabs, starfish, and other crustaceans and molluscs. They all have their own special ways that they have adapted to their habitat so that they can live there, even the seaweed.

Key Vocabulary Beachcomber A person that looks for interesting items on a beach. Habitat An environment where animals or plants settle to live. Micro-habitat A smaller habitat, like a rock-pool, where animals or plants live. Coastline The stretch of land that borders an island. Mollusc Invertebrate animals that live in or along the sea, like a squid. Crustacean Soft-shelled animals that live in or along the sea, like a crab. Adaptation When animals change themselves to suit their environment. Seaweed A plant that grows along the coastline. Tide The movement of the sea along the coastline. Organism Any individual animal or plant is called an organism.

Year 2 Autumn Term : What Makes Britain Great? Geographical and human features of an island Geographical features are the natural features of the places that we live. Examples include: o Beaches o Cliffs o Rivers o Mountains o Coast line o Cove o Valley Human features are man- made features of the places that we live. Examples include: o Post offices o Houses o Play Parks o Windmills o Roads

Facts about Great Britain o Britain is an island country in Europe. o The south of Britain is mostly low-lying land, with hills and agricultural land. o The north of England, Wales and Scotland are mostly covered in moorland and mountains. o Name the worlds oceans and find them on an atlas. o Name the main cities of UK and NI countries. o Locate where you live on a UK map.

Historical enquiry Be able to explain why Grace Darling is famous and know how and why the RNLI was formed and its importance today. Key topic â&#x20AC;&#x2DC;spellingâ&#x20AC;&#x2122; words

Words I will use in my learning

Island Mainland Town Village City Country Britain Healthy Hygiene Animal Human Living

Healthy Hygiene Cycle Coast Countryside Island Capital City Houses Lighthouse Cliffs Quarry Bay

Science

Explain the basic needs of animals, including humans for survival (water, food, air). Know that all animals grow and reproduce and why animals have offspring which grow into adults. Be able to explain that animals reproduce in different ways (e.g. eggs, live young). Describe the life cycle of some living things (e.g. egg, chick, chicken). Describe why exercise, balanced diet and hygiene are important for humans.

Year 2 Knowledge Organiser – Autumn Term 1

Topic: Where will a journey take us? Science – Animals, including humans.

The food pyramid

• Humans are animals. • Eating a balanced diet keeps us healthy.

Fats and sugars

• Taking exercise makes our bodies strong and fit. • The heart pumps blood around the body.

Dairy

• Animals have offspring that grow into adults. • All living things need air, water and food to

Vegetables

stay alive. • Thinking about our hygiene can prevent us from getting ill.

human

balanced diet

healthy

offspring

food types

exercise

life cycle

hygiene

Look at the life cycle of this butterfly.

Proteins

Fruits

Carbohydrates

Who is a Muslim and what do they believe? Year 2 Autumn Term

Key Questions What do we think about God? Who was the Prophet Muhammad and why is he important to Muslims? What stories of the Prophet do Muslims love to tell? What makes a place or an object special to Muslims? What is a mosque and what happens at a mosque? How and why do Muslims pray and worship at the mosque? What can we learn from Muslim holy words? What happens at the celebration of Eid-ul-Fitr and why?

In this unit, the children will:    

Learn that there are 99 names for Allah. Re-tell a story from the life of the Prophet Muhammad. Recognise some objects used by Muslims. Make links between what the Holy Qu’ran says and how Muslims behave.

Key Content:      

    

Muslims believe that the world would not function without God. Muslims never draw Allah because they believe Allah is too great for pictures. A good leader sets a good example. Prophet Muhammad has over 1.5 billion followers who respect him all over the world. More than 1400 years ago he taught Muslim people how to follow God. When Muslims talk about him they say ‘Peace be upon him.’ When they write his name the put the letters PBUH after his name. Jesus and Moses are other religious leaders. The stories of the Prophet are very important in Islam. The Prophet cared for all Allah’s creation (the story of the tiny ants). The Prophet did not allow cruelty to animals. Muhammad believed in fairness and justice for all.

Key Content:   



    

Key Vocabulary:



Function: what something is used for. Belief: a feeling that something exists.



Community: a group of people who live in an area or are similar in some way. Prophet: a person who is believed to have been chosen by God to say the things God wants to say. Justice: fairness. Makkah: Mecca – the most holy place in Islam. Minaret: a tall thin tower which is part of a mosque. Dome: a round roof. Minbar: where the imam delivers sermons. Imam: a Muslim religious leader. Revelation: a sign or explanation from God.

 

Muslim identity is not about race or skin colour but beliefs and communities. The Muslim holy place is called the mosque. Muslims use prayer mats as a clean place, water for a clean body and face Makkah for prayer. Anywhere a Muslim chooses to pray is believed to become a mosque for that particular time. The outside of the mosque has a minaret and a dome. The most important part of the mosque is the hall where people pray. The minbar shows the direction for prayer. There is a separate prayer hall for women. Muslims take off their shoes and wash before prayer as a way to show respect to Allah. Muslims believe the Qu’ran was revealed to the Prophet in a cave on Mount Hira by the angel Jibril. Muslims use prayer beads which have 99 beads to represent the names of Allah such as creator, judge, merciful. Muslims fast during Ramadan. This gives Muslims a wonderful sense of community. Eid-ul-Fitr is celebrated in many ways – e.g. giving cards, new clothes, Mehndi patterns.

What Are Seasons? Year 2 Autumn Term

In this unit, the children will learn about weather and seasons. This unit has a focus on the local area as well as looking at the wider perspective of the UK. Simply looking out of the window, collecting data in the playground and thinking about what is happening around them, can be perfect ways to support making sense of a changing world. They will observe, spot seasonal patterns and talk about changes by using weather-related vocabulary.

Background Information Our lives are governed by traditional patterns: half-terms and end-of-term holiday times often have more to do with when the seasons governed our lives more, such as at harvest time. It’s simply better for us to have longer holidays in a warm summer with long days of light than the short, cold Christmas fortnight. In general, places in the east and south of the UK tend to be drier, warmer, sunnier and less windy than those further west and north. Also, these favourable weather conditions usually occur more often in the spring and summer than in autumn and winter. But that is by no means the whole story.

By the end of the unit All children can:  Identify changes in the weather  Identify seasonal weather patterns in the UK  Assist in taking repeated observations and record these using symbols  Understand that the weather may vary in different parts of the UK and e.g. it can be hot and cold areas of the UK on the same day.

In this unit, the children will:      

Develop locational and place knowledge about their locality, and the UK as a whole Understand basic subject-specific vocabulary relating to physical geography Begin to use geographical skills, including first-hand observation, to enhance their locational awareness Identify seasonal and daily weather patterns in the UK, and the location of hot and cold areas around the world Use simple fieldwork and observational skills in their school, its grounds and surroundings Use and construct basic symbols in a key.

Most children can:  Name and describe changes in the weather  Name the seasons and describe the basic UK seasonal weather patterns  Assist in taking repeated observations and record these using symbols  Name some different parts of the UK and state that the weather may vary there. Some children can:  Name and describe changes in the weather confidently  Name the seasons and describe the basic UK seasonal weather patterns  Take repeated observations accurately and record these using symbols  Understand and name the different parts of the UK and state that the weather may vary there due to the wind.

Key Vocabulary: Clock: an instrument for measuring and recording time

Key Content:

Colour words: red, brown, yellow, green Descriptive temperature words: warm, cold, cool, dry, hot

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Seasons: a time of year marked by certain conditions: spring, summer, autumn, winter

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Thunder: the loud noise you hear from the sky after a flash of lightning.

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Lightning: very bright flashes of light in the sky that happen during thunderstorms. Breeze: a gentle wind.

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Gale: a very strong wind. Rain: water that falls from the sky in small drops. Torrents: a lot of water flowing or falling very quickly.

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Tides: the regular change of the sea level on the shore. Sunshine: light and heat that comes from the Sun. Storm: very bad weather with heavy rain, strong winds and sometimes thunder and lightning.

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The weather changes. There are different kinds of weather. People can predict the weather, these are called weather forecasts. Looking above the clouds can help us work out what the weather is going to be like. The Sun lights up the world. It is important to know what the weather is going to be like so we can think about what we might wear, do that day or whether to take an umbrella. Air is constantly moving around. The wind blows from different directions and this causes the weather to change. Wind is any horizontal movement of air. Wind comes from all directions. The wind gets its name from the direction it blows from. We are on the edge of the Atlantic Ocean as well as the continent of Europe so we get different weather from different directions. We can work out the direction the wind is blowing if we go outside and wet our finger and hold it in the air. The side that feels the coldest shows which way the wind is coming from. There are four seasons: Spring, Summer, Autumn and Winter. The change in seasons happens every year. The UK is made up of four countries: England, Scotland, Wales and Northern Ireland. England’s capital city is London. Scotland’s capital city is Edinburgh. Wales’ capital city is Cardiff. Northern Ireland’s capital city is Belfast. Different parts of the UK can have different weather at the same time.

Knowledge Organiser for Year 3 Geography Topic: Italy Key Features and landmarks Italy has two major mountain ranges: the Alps and Apennines. The Apennines range runs north to south Mountain ranges down the centre of the country. The Alps stretch from Austria and Slovenia in the east all the way through Italy, Switzerland and Germany to France in the west. The Leaning Tower of Pisa is a bell tower in Pisa, Italy. Leaning Tower of Pisa The Tower of Pisa is world famous for its prominent tilt to one side. The Colosseum is an amphitheatre built during the Colosseum time of Roman Empire in Rome, Italy. A Roman town which was destroyed from the The ruins of Pompeii eruption of Mount Vesuvius in 79 AD. Key vocabulary Continent Equator

Mountain Volcano Climate

A continuous expanse of land, sometimes called a land mass. An imaginary line drawn around the middle of the earth an equal distance from the North Pole and the South Pole. A large landform that stretches above the surrounding land in a limited area, usually in the form of a peak. A volcano is a vent, or opening, in Earth’s surface through which molten rock, gases and ash erupt. The weather conditions prevailing in an area in general or over a long period.

Key facts and figures of Italy Continent

Europe

Capital

Rome

Highest mountain

Mont Blanc, 4,810 m (the highest mountain in the Alps)

Population

59,801,004 (2016)

Volcanoes

Italy has three active volcanoes: Vesuvius, Stromboli and Etna

Largest lake

Lake Garda, 370 km²

Longest river Seas

Currency

River Po, 405 miles

Mediterranean, Ligurian, Adriatic, and Ionian seas.

Euro

Mapping and fieldwork skills:  

To use world maps, atlases and globes to identify the UK and Italy . To use aerial photographs to recognise landmarks and basic human and physical features.

Heroes and Villains Heroes Florence Nightingale was also known as the Lady with the Lamp. In 1854, she went to the Crimean War to nurse wounded soldiers. She and other nurses saved many lives. She made hospitals cleaner places and showed that trained nurses helped sick people get better. She was the founder of modern nursing. Nelson Mandela became famous for his long fight against bad government and racial prejudice. He became a hero to people all over the world. As South Africa's President, he was respected for his courage and wisdom in bringing people together to live in peace. Before he was president, he spent 27 years in jail for standing up for what he believed in. Blind Dave is a local hero. He lives in West Bromwich. He has raised over ÂŁ500,000 for a range of charities by running marathons.!

Villains Adolf Hitler was a real-life villain. He led the Nazi party during World War 2. He wanted to destroy other minority races. He had millions of people killed because he didnâ&#x20AC;&#x2122;t believe in their way of life. Cruella de Vil is a Disney character that appeared in the cartoon, 101 Dalmatians.. She was a true villain! She wanted to use the skin of the 99 dalmatian puppies as a fur coat!

Solo

Key Vocabulary This is when someone performs music on their own.

Ensemble

A group of musicians performing together.

Harmony

A combination of musical notes played at the same time.

Tempo

The speed at which a piece of music is played.

Pitch

How high or low a sound is.

Timbre

A particular sound quality e.g. squeaky

Notation

Ways of writing music down

Crescendo A sound getting louder and louder. Composer

Someone who designs and writes a piece of music.

Knowledge Organiser for Year 3 History Topic: Stone Age to Iron Age

National Curriculum specifications: 

Changes in Britain from the Stone Age to the Iron Age

Timeline of key events (* all dates are approximate) 9600 BC End of the last Ice Age. 6000 BC Britain becomes an island. 2800 BC Building begins at Stonehenge. “Start” of the Bronze Age. Prior to this time, stone had been the material of choice for tools and weapons. The idea to use metal tools came from Europe 2100 BC and it is thought that “The Beaker People” introduced metal to England. People first began to use copper but then discovered how to make bronze by mixing copper and tin. “Start” of the Iron Age. People began to make things out of iron. Iron was much harder than bronze and therefore tools and weapons kept their cutting 750 BC edges for much longer. Iron implements were made in a process known as smithing. 500 BC

The Celts begin to arrive from central Europe.

Key Places

Lascaux caves Stonehenge Star Carr

Found in the Dordogne region of France, the caves contain paintings of animals and are estimated to be up to 20,000 years old. Found in Amesbury, Wiltshire and built in stages over a period of 1000 years. Star Carr, In North Yorkshire, is a Mesolithic (Middle Stone Age) archaeological site. Artefacts found buried deep in the peat include headdresses made from red deer skulls.

Did you know...?  The Stone Age is divided into three periods; the Palaeolithic (old Stone Age), Mesolithic (middle Stone Age) and the Neolithic (new Stone Age).  The Palaeolithic period lasted for such a long time that it accounts for 99% of all human history.  The dog was the first animal to be domesticated. Dogs could help with the hunt, warn of danger and provide warmth and comfort. Key terms/concepts Chronology BC

Archaeology Historical evidence Hunter gatherers Farmers

The arrangement of dates or events in the order in which they occurred. Before Christ. A way of dating years before the birth of Jesus. The bigger the number BC, the longer ago in history is was. Anno Domini - “in the year of our Lord”. AD is used to show dates after the birth of Jesus. This year is 2017 AD. The study of the buildings, graves, tools and other objects that belonged to people who lived in the past, in order to learn about their culture and society. Anything left over from the past is a source of evidence. An historical source becomes historical evidence when it is interpreted by an historian to make sense of the past. People found food from their local environment and then moved from site to site depending on the season. They moved wherever they needed to get food from. The Neolithic or new Stone Age saw the beginnings of agriculture. Animals such as the cow and sheep were domesticated and provided a ready supply of meat, milk, wool, leather and bone. Grain was the first food that could be stored for long periods of time.

Knowledge Organiser for Year 3 Science – Animals including humans – skeleton and nutrition Key Vocabulary Nutrition Bones Joints Muscles Cartilage Vertebrate Invertebrate

Name of food group

Protein

Carbohydrates (sugars) Carbohydrates (starch) Fats

Vitamins and minerals

Providing the body what it needs from the food that is eaten Hard white tissue that makes up the skeleton These are between bones and allow the skeleton to bend Their purpose is to help move your body around Strong tissue that makes up the main component of the nose and ear (softer than bone, harder than muscles) An animal which has a spinal cord An animal which does not have a spinal cord Food Groups Where you find it

What it provides

Meat, fish, eggs, pulses and nuts

Growth and repair

Butter, margarine, cream and oil

Energy and keeps our skin healthy. It also insulate the body Essential to keep the body healthy

Naturally in fruit and milk. Also added to sweets, chocolates, biscuits and fizzy drinks Potatoes, pasta and oats A variety of food. E.g. vitamin C is found in oranges and sprouts, calcium is found in milk

Skeletons – key facts The job of a skeleton:  To support to the body and give it shape  Enable the body to move  Protect softer parts of the body (e.g. skull protects the brain, the ribcage protects the heart) Types of skeleton  Internal skeleton (endoskeleton)- on the inside of the body e.g. humans, mammals, reptiles and fish  External skeleton (exoskeleton)– on the outside of the body e.g. insects A jelly fish has no skeleton – it uses its muscles to move along. Some have both an internal and external skeleton e.g. a tortoise!

Energy

Human Body – key numbers

206 bones in an adult skeleton 300 bones in an infant’s skeleton

3 tiny bones in an ear 31 bones in a leg 150 joints 640 muscles

Year 3 Autumn Term topic 1 – Keeping Healthy Key Vocabulary Carbohydrate Protein Dairy Sugar Carnivore Herbivore Omnivore Vertebrate Invertebrate

Are found in foods which give us energy Builds muscle and repairs damages Contain calcium which give you strong bones and teeth Can give a short burst of energy, but too much can be bad for us An animal that eats only meat An animal that eats only plants An animal that eats both meat and plants An animal that has a backbone or spinal column An animal that has no backbone or spinal column

Interesting facts • • • • •

The human body has 206 bones in it! Fruits and vegetables can help our bodies fight off colds and illness. The longest bone in our body is the tibia. Some people can be allergic to dairy foods and their bodies cannot digest them. Your body breathes by using a powerful muscle called the diaphragm.

Key websites http://www.bbc.co.uk/bitesize/ks2/science/living_thing s/keeping_healthy/read/1/ https://www.nhs.uk/change4life-beta/foodfacts#W9VQOFFureKoFbL2.97 http://www.learninggamesforkids.com/health_games.h tml

What do different people believe about God? Year 3 Autumn Term

Key Questions What do I think about believing in God? What do Christians believe about God? What do the stories of Moses and the Burning Bush and of Saint Paul’s conversion tell us about God in Christianity? What do Muslims believe about Allah? What do Muslims believe about the Holy Quran, Allah’s gift to humanity? How do Hindu people show what they believe about gods and goddesses? Why are three of the gods of the Hindu way especially important? What difference does it make to life if you believe there is no God? What are the similarities and differences between different ideas about God?

In this unit, the children will:     

Think about reasons why some people believe in God and some do not. Discover what Christians mean when they say, ‘Father, Son and Holy Spirit’ for God. Describe some Muslim beliefs about God. Describe the symbolism of Hindu murtis/ statues of the gods and goddesses. Describe what Hindu people say about God.

Key People Moses Jesus Prophet Muhammad (PBUH)

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There are different ideas about God: God as love; God as father; God as light; God as creator. Quote from the Bible about God’s love: Love is patient, love is kind…It always protects, always trusts... Christians believe God looks after them like a loving father. Christians think of God as Trinity – Father, Son and Holy Spirit. Three people in one. Christians believe God answers people’s prayers. Moses is a prophet for Muslims, Jews and Christians. He was a River Baby. When he grew up he did a terrible crime and ran away to the desert. The Bible says that God appeared to Moses in a burning bush. God asked Moses to remove his shoes. God told Moses to go back to Egypt to lead the Jews out of slavery. Moses went back to Egypt and told Pharaoh to free the Jews. St Paul is a Christian saint. He wrote a lot of the Bible. Paul used to hate Christians and had them arrested. One time, he was struck by lightning, fell off his horse and heard Jesus speaking to him. Paul then became a Christian. Muslims say as part of the first pillar of the faith, ‘There is no God but Allah.’ Muslims use 99 Beautiful Names of Allah. Some of these names are: The Most Merciful; The First; The Loving One; The Protecting Friend; The Forgiver. For Muslims, the Holy Qur’an is where all human knowledge of Allah can be seen.

Key Content:    

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The 99 names were revealed to the Prophet Muhammad (PBUH). For Muslims, the Qu’ran is the Word of God. Shahada means, ‘There is no God but God and Muhammad is His Prophet, or messenger.’ The Qu’ran is a guide to help Muslims live their lives. Worship none but Allah; treat with kindness your parents and kindred, and orphans and those in need; speak fair to the people; be steadfast in prayer; and practise regular charity. (Qu’ran 40:83) Hindus believe in the Trimurti – Brahma (creator), Vishnu (preserver), Shiva (destroyer). Most Hindus believe in one God, Brahman, but he can be represented in many different ways as gods and goddesses. Hindus say that there are lots of different ways to come to God, lots of ways to understand God. No one should criticise others if their way is different; no one understands God – or ‘Ultimate Reality’ fully. A Durga is a Hindu goddess. A Durga murti (statue) often shows the goddess in red or purple clothes. These are a sign of action. There are many stories of Durga fighting evil. Durga is believed to be fearless, patient and always good humoured. Humanists believe in humanity but not in any gods. Humanism is a way of life that involves being ‘good without God’.

Key Vocabulary: Faith: belief. Bible: Jewish and Christian Holy Book. Qu’ran: Muslim Holy Book. Trinity: Christian belief that God is made up of three persons. Shahada: Islamic declaration of faith. Trimurti: the three chief gods of Hinduism. Murti: a Hindu image that is considered divine.

Knowledge organiser for Year 3 Science - Rocks and Soils Key Vocabulary Rock Mineral

Earth’s crust Rocks around us Permeable Petrologist Magma Lava

Molten rock

Mount Vesuvius, Pompei Texture Soil

Common types of soil

Rocks are made from grains that are packed together Minerals are solid chemical substances that occur naturally – examples include gold, diamond, quartz, and gypsum. Each grain that makes up the rock is made from a mineral. The earth’s outer layer which is made up of rock Granite, slate, marble, chalk, pumice, sandstone, granite and limestone Allowing liquid to pass through it

Someone who studies rocks Liquid rock inside a volcano Liquid rock that flows out of a volcano. Fresh lava ranges from 1,300° to 2,200° F (700° to 1,200° C) in temperature and glows red hot to white hot as it flows. Rock which has been reduced to liquid through heating A volcano in Italy which is hundreds of thousands of years old and has erupted more than 50 times. The ancient city buried under a thick carpet of volcanic ash in AD 79 How a rock might feel to the touch Soil is mixture of tiny particles of rocks, organic matter from animals and plants, as well as air and water. Sandy, clay, chalky and peat

Rocks – key information  Rocks are all around us both inside and outside the home.  Rocks that are used to make buildings are: granite, slate, marble and limestone  Rocks are used in the home e.g. crockery has come from rocks. Crockery is made from clay, which originates from a rock known as granite. Another example is glass: glass is made from a special type of sand. Sand contains very fine particles of rock.  Humans have used rocks for millions of years ago, starting with the early tools and weapons.  A rock may be composed of only one or a number of different minerals. Mineral grains exist in different sizes, shapes and colour, and this is what give rocks their distinctive appearance. Minerals also differ in how hard they are. Diamond, which is a very rare mineral, is the hardest known natural substance. What are volcanoes? A volcano is a landform (usually a mountain) where molten rock erupts through the surface of the planet. It opens downward to a pool of molten rock (magma) below the surface of the earth. It is a hole in the Earth from which molten rock and gas erupt.

Soil – key facts

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Half of soil is air and water. The water is in the soil and the air is the gaps between the soil. Things you might find in soil: sand, small stones, bits of leaf, an insect wing, root, an ant. Contained within the soil are also millions and millions of microrganisms which help break down the matter and make the soil healthy and full of life. Soil is important in many ways: it provides the surface on which we live, is used as a building material all over the world, acts as a giant sponge for storing water and preventing floods, and provides a vital habitat for many forms of life.

The Stone Age

Year

700,000 BC

Vocabulary

People migrate to 'Britain' from Europe. Britain is joined to Europe (no sea in between) Mammoth, rhino and giant beavers live in 'Britain'

BC – Stands for ‘before Christ.’

130,000 BC

Neanderthal Britain The dominate human species is Neanderthal.

25,000 BC

Ice Age N. Europe and most of modern Britain is plunged into a deep Ice Age

Bronze Age – The period of time that came After the Copper Age and before the Iron Age.

12,000 BC

End of the Ice Age - Re-colonization of Britain by home sapiens.

8,500 BC

Warmer climate led to the growth of forests all over Britain.

6,000 BC

Britain becomes an Island. The land bridge joining Britain to Europe flooded as the sea level rose

Bronze – A metal made of copper and tin.

Copper Age – The period of time that came after the Neolithic and before the Bronze Age. Flint – A hard, shiny rock that can be used to make tools and weapons. Homo sapiens – Early man.

4,200 BC

Farming people arrive from Europe. Farming quickly spread all across the British Isles. Wheat and barley planted, and herds of domesticated sheep, cattle, and pigs raised.

3,000 BC

New Stone Age begins: farming people arrive from Europe. First stone circles erected.

Iron Age – The period of time that came after the Bronze Age.

2,800 BC

First phase of building Stonehenge

Mammoth – A large, hairy elephant-like animal with curved tusks.

2,700 BC

Tools and weapons made from copper

2,100 BC

Bronze Age begins First metal workers People learn to make bronze weapons and tools

2,000 BC

Stonehenge completed

1650 BC

Trade routes began to form

1200 BC

Small Villages were first formed

750 BC

Iron Age began - Iron replaces bronze as most useful metal.

Hunter-gatherer – A person who hunts Animals and forages for food. They don’t farm.

Mesolithic – Early Stone Age before farming. Neanderthal - A sub-species of a human, now extinct. Neolithic – The period of the Stone Age when people started farming.

Where on Earth are we? Year 3 Autumn Term

In this unit, the children will understand the Earth better as a sphere, learning to rotate it mentally in 3D. They will explore its representation in 2D maps, and learn about the imaginary lines used (Equator, latitude, longitude, tropics and the International Date Line) to pinpoint global locations.

Background Information Different ways of describing a location on the Earth’s surface depend on scale. Locally, children know some compass points and the address defining the location of their home. Maps use grid systems, from alpha-numeric to OS grid references. Global Positioning Systems (GPS) use national grid references and angular measurement with imaginary lines drawn on the Earth’s surface: lines of latitude and longitude are used together to describe precise location on the Earth’s surface, forming a geographic coordinate system.

By the end of the unit

In this unit, the children will: 

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Improve their locational knowledge through identifying the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Practise geographical skills through using maps, atlases, globes and digital/computer mapping to locate features studied Use the eight points of the compass to build their knowledge of the wider world.

Map Work This unit focuses on the use of maps, atlases and globes with an opportunity for making a map in the Big Finish. Children will be comparing how globes and different types of map represent our world

All children can:  Use world maps and globes  Describe the relationship between globes and world maps  Locate the Equator, Northern and Southern hemispheres, Tropics of Cancer and Capricorn, North and South Poles and Arctic and Antarctic Circles on world maps and globes  Correctly use some of the key vocabulary. Most children can:  Explain the relationship between globes and maps  Describe longitude and latitude  Locate the Prime/Greenwich Meridian on a globe and world map  Describe day and night in relation to the Earth’s rotation on its own axis  Correctly use most of the key vocabulary. Some children can:  Understand the significance of longitude and latitude for defining location  Locate the International Date Line on a globe  Understand day and night  Describe and explain time zones  Correctly use all the key vocabulary.

Key Vocabulary: Antarctic Circle: imaginary line/circle about 66.5° south of the Equator Arctic Circle: imaginary line/circle about 66.5° north of the Equator Compass points: the four main directions on a magnetic compass and some of the divisions in between: N, NE, E, SE, S, SW. W. NW Day: time from sunrise to sunset each day, in relation to the Earth’s rotation on its axis Equator: imaginary line/circle of latitude around the Earth, midway between North and South Poles, dividing the Earth into Northern and Southern Hemispheres. The Equator lies at 0° latitude: the midday Sun is always high in the sky. Because the sun is never far from being overhead, the suns rays are very concentrated and so temperatures are high Global Positioning Systems (GPS): internationally used way of pinpointing an exact location on the Earth’s surface using space-based satellite technology International Date Line (IDL): a line of latitude. It is an imaginary north-to-south line/circle running through the Pacific Ocean, approximately along the 180° meridian from avoiding land Lines of latitude: imaginary parallel lines/circles, horizontal to the Equator, that never meet, and get smaller towards the Poles Lines of longitude: imaginary north-to-south lines/ circles, meeting at the North and South Poles to make segments. They are all the same length and go from pole to pole Night: time from sunset to sunrise each day, in relation to the Earth’s rotation on its axis Northern Hemisphere: half of the Earth north of the Equator North Pole: point where the northern end of the Earth’s axis of rotation meets the Earth’s surface Ordnance Survey (OS) grid references: the UK is covered by a grid of maps that are given letters. A grid system of numbers are used to locate places on each map Prime Meridian (Greenwich Meridian, PM): imaginary line/circle passing through the Royal Observatory at Greenwich, London, marking 0° longitude

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Southern Hemisphere: half of the Earth south of the Equator South Pole: point where the southern end of the Earth’s axis of rotation meets the Earth’s surface Time zone: area between lines of longitude following a standard time Tropic of Cancer: imaginary line/circle about 23.5° north of the Equator; the furthest north where the Sun appears overhead once a year Tropic of Capricorn: imaginary line/circle about 23.5° south of the Equator; the furthest south that the Sun appears overhead once a year.

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The world is a sphere. 2D maps and spherical 3D globes all represent our world, but in different ways. The world has got land and sea, seven continents and five oceans. The five oceans: Pacific, Atlantic, Indian, Artic and Southern. The seven continents: Asia, Africa, North America, South America, Antarctica, Europe and Australia. The UK is in Europe. hemi and sphere mean half-sphere. There is much more land, and many more countries, in the Northern hemisphere than in the Southern hemisphere. Some continents and countries straddle the Equator. Scale is the relationship between the size of something on the map or a globe and its size in the real world. Our home addresses describe exactly where we live. The circles of latitude get smaller from the Equator to the poles. The Earth’s axis is tilted at 23.5 degrees in relation to the Sun. The Sun rises higher in the sky in our summer (when the Sun is above the Tropic of Cancer). The Sun is lower in the sky in our winter (when it is above the Tropic of Capricorn). The Polar circles are cold. The Tropic circles are hot. The Earth spins on its axis every 24 hours, causing day and night. The Earth makes one rotation every 24 hours. Imaginary lines, called lines of longitude, are drawn from pole to pole to measure how much the Earth has rotated on its axis. They are used to measure East-West position on the Earth. Latitude measures North-South. To describe a location on the Earth’s surface, we need both an E-W and N-S position. The line of longitude that passes through the Royal Observatory at Greenwich, London, was chosen as the E-W position starting at 0. This is called the Prime or Greenwich Meridian. The International Date Line is where the date changes. Because of the Earth’s rotation, parts of the world are having daytime while others are having night. When it is daytime in the UK, it is night-time in Australia. When it is afternoon in the UK, it is morning in the USA. Our clocks ‘spring’ forward an hour in springtime and ‘fall’ back an hour in autumn.

1066—The Norman Conquest When Edward the Confessor died childless and the Witan (a national council of leading nobles and spiritual leaders) gave Harold Godwinson the throne William was so angry he invaded England. He believed Harold had promised him the throne. At the Battle of Hastings; 14th October 1066 King Harold lost. Harold was outnumbered, his troops were exhausted as they had just marched from the Battle of Stamford Bridge near York where they had defeated the King of Norway, Harald Hardrada and when the Normans pretended to run away Harold's army moved down from the safety of their hill. The Bayeux Tapestry, ordered for William by his brother, then shows King Harold being hit in the eye with an arrow and then being trampled on. Once Harold was dead, William won the battle.

Bayeux Tapestry Domesday Book Keep Motte Moat Palisade Bailey Siege

5th January 1066 6th January 1066 6th January 1066 January 1066 January 1066 20th September 1066 25th September 1066 27th September 1066 28th September 1066 14th October 1066

Key Vocabulary An embroidered cloth that tells the story of 1066. The first ever record of land and animals owned by people. The inner stronghold of a castle. An earthwork mound on which a castle is built. A deep trench usually filled with water surrounding a castle. A strong wooden fence built to enclose a site until a permanent stone wall is built. Courtyard within the walls of the castle. An attempt to surround a castle, stopping all goods from entering.

Timeline King Edward the Confessor dies. King Edward was buried at Westminster Abbey Harold Godwinson is crowned King of England William of Normandy and Harald Hardrada of Norway raised forces and planned to invade England to overthrow the king. King Harold married Edith, daughter of Earl of Mercia. The Battle of Fulford. Harald Hardrada, King of Norway, defeated Mercia and Northumberland. So King Harold travelled north to meet them. The Battle of Stamford Bridge. King Harold launched a surprise attack on Harald Hardrada in York. Harald was defeated, but King Harold’s army was now very weak. When William, Duke of Normandy, heard that King Harold had headed North to battle, he took the opportunity and sailed to England. William, Duke of Normandy, landed in Pevensey and built a wooden fort ready for King Harold’s return. The Battle of Hastings. King Harold’s army met Williams at Senlac Hill. They fought all day. Harold was believed to have taken an arrow to the eye and killed. William won and would now be known as William the Conqueror.

KNOWLEDGE ORGANISER GEOGRAPHY: A Great American Road Trip KEY VOCABULARY: WORDS Amazon Basin Amazon River Compass points Continent Latitude Longitude Mountain Mountain Range Physical feature River Rockles Slum Source Tributary Village

Y4 AUTUMN TERM

MEANING the area drained by the River Amazon and all its tributaries the longest river in South America. It flows through Peru, Bolivia, Venezuela, Colombia, Ecuador and Brazil points on a magnetic compass marking the four main directions: North, South, East, West, and intermediate directions very large land mass with no standard definition: Europe, Africa, Antarctica, Asia, Australasia, North America or South America imaginary horizontal line used to show NSS position on the Earthâ&#x20AC;&#x2122;s surface imaginary vertical line used to show E-W position on the Earthâ&#x20AC;&#x2122;s surface large landform, often with a peak, rising high above the surrounding area A chain of mountains Naturally occurring, e.g. rivers, mountains, lakes Natural watercourse flowing downhill towards a river, ocean or lake Another name for the rocky mountains. A mountain range that stretches N-S across Canada and the USA A densely populated and run down area of a city, usually associated with poverty The original point where a river begins A river or stream that flows into a larger river Place where people live, smaller than a town

KEY KNOWLEDGE: QUESTION 1: What is the difference between a continent, country, state and city? ANSWER A continent is one of several large land masses on earth. Ordered by size they are: Asia, Africa, North America, South America, Antarctica, Europe and Australasia. Continents are made up of a number of separately governed countries. Countries are regions that are identified as having a distinct nationality. States are a way that some countries are divided up politically e.g. in USA. Cities are large, permanent human settlements. They generally have extensive housing, transport links and wider utilities and are densely populated. E.G: London, Manchester, Glasgow, Cardiff and Exeter. QUESTION 2: What are the differences between North and South America? ANSWER North America and South America are two continents. Both North and South America are located in the Western Hemisphere. However North America is north of the equator and South America, south of it. North America is larger than South America and has a larger population. North America has 23 countries in it whilst South America has 12. The main languages of North America are: English, Spanish and French. In South America they are: Portuguese and Spanish.

KNOWLEDGE ORGANISER GEOGRAPHY: A Great American Road Trip RELATED INFORMATION: NORTH AMERICA MAJOR CITIES

SOUTH AMERICA MAJOR CITIES

COMPASS POINTS

SUGGESTED WEBSITES TO FIND OUT MORE: www.kids-world-travel-guide.com/south-america-facts.html www.ducksters.com/geography/northamerica.php

Y4 AUTUMN TERM

Ancient Greece Zeus was the king of the gods. He and his brothers Hades and Poseidon were in charge of the whole universe. Zeus, the greatest of the three, ruled the earth and the sky. He controlled the weather, causing wind and rain. He also caused thunder and lightning. He threw his thunderbolt like a spear. The brothers Zeus, Hades, and Poseidon were the most important gods of all. Poseidon ruled the seas. He was also the god of earthquakes and horses and he drove a golden cart called a chariot. Hades ruled the Underworld, the world of the dead. Hades had dark hair and a dark beard, and he drove a chariot drawn by four dark horses. He was married to Persephone, the queen of the dead.

Ancient Greece Timeline

How much did the Ancient Egyptians achieve? Year 4 Autumn Term

In this unit, children will explore who the Ancient Egyptians were, what they did and discuss whether Ancient Egypt deserves its reputation as one of the most important early civilisations.

Background Information Ancient Egypt existed some 5,000 years ago. Although the actual end date is uncertain, it is estimated that it lasted around 3,000 years as the leading nation in the Mediterranean world. It owes much of its success to the River Nile, whose flooding cycle and controlled irrigation allowed for fertile land and prosperous agriculture. There is a reasonable amount of surviving evidence through structures such as pyramids, temples, artefacts – especially grave goods – as well as writing. The Egyptians had a system of writing called hieroglyphics. The Egyptians had a well-structured and stratified society with pharaohs at the top, nobles, scribes and priests, but most were farmers. There were also slaves. The status of women was relatively high in Egyptian society, with some becoming pharaohs. There were a number of famous pharaohs including Rameses III, Akhenaten and Tutankhamun. Religion was really important to the Ancient Egyptians, with a strong belief in the afterlife – as evidenced by the often elaborate burial processes.

In this unit, the children will: 



Know and understand significant aspects of the history of the wider world, the nature of ancient civilisations, the expansion and dissolution of empires Understand the achievements of the earliest civilisations through an in-depth study of Ancient Egypt Understand historical concepts and use them to make connections, contrasts, frame historically valid questions and create structured accounts.

Enquiry Skills and Concepts In this unit, the children will:     

Select and use terminology and concepts Select sources as evidence for a particular answer Compare and contrast different themes, periods and people Refine responses in the light of new evidence Communicate in appropriate and effective ways including written, pictorial and orally.

Key People     

Narmer – said to be the first pharaoh of all Egypt, around 3150 BCE. Also known as warrior Menes. Khufu – pharaoh responsible for the building of the Great Pyramid at Giza Hatshepsut – first and longest-reigning female pharoah Tutankhamun– youngest pharaoh, famed for his burial tomb in the Valley of the Kings Ramses II– often known as Ramses the Great, his mummy still rests in Cairo’s Egyptian Museum.

Key Content  Egypt is a country in northeast Africa.  Cairo is its largest city today.  Egypt has hot summers and cool winters.  It is one of the hottest and sunniest countries in the world. It has little rain.  The River Nile divides the country into two unequal parts.  Egypt was extremely important a long time ago.  The River Nile is 4 162 miles long and it was very important in Ancient Egypt.  The Nile was used for trade, soil fertility, transport, water. There were better temperatures near the water and the rest of the land was inhospitable.  The Ancient Egyptians recognised three seasons: flooding, planting, harvesting.  Every year when the Nile flooded it saturated the land with water and helped farmers grow crops. They thanked the god Happy for this.  There were a lot of different roles in society, including: pharaoh, engineer, nobleman, peasant, doctor, vizier, priest, slave, farmer.  Farming was the role most Ancient Egyptians carried out.  Food they ate: emmer wheat, barley, melons, pulses, grapes, cattle, sheep, pigs, fish, bees.  Priests cared for gods and goddesses.  Farmers wore the same clothes every day: rough linen sheets.  Rameses II was a pharaoh who reigned for 67 years. He had over 100 children.  The Egyptians lived in mudbrick homes.  The Egyptian Creation Myth was that a hill grew out of dark waters. Atim stood on the hill. He coughed and spat out a god and goddess who had two children. These children had more children including Osiris and Isis. Seth became jealous of Osris. Horus defeated Seth. Horus became king of Earth and Osiris became king of the Underworld.  They worshipped over 2000 gods and goddesses including Re and Amun.  Egyptians believed in the afterlife.  The Book of the Dead contained what Egyptians hoped life would be like in the afterlife.  Not all Egyptians were mummified – it depended on wealth.  Objects involved in mummification – canopic jar, shabti, Book of the Dead, grave goods, sarcophagus, food and drink.  Canopic jars stored intestines, stomach, lungs and liver.  The heart was left in the body as they believed it contained the soul.  After dying, they believed your heart was weighed. To enter the afterlife, you had to have a light heart showing that you were good.  Khufu at Giza is the world’s tallest pyramid at 146.7 metres.  Pyramids were made from stone.  The Egyptians positioned the pyramids facing N, S, E, W. They used the stars as a guide.  Most pharaohs were buried in pyramids with their possessions.  Egyptians wrote on paper made from papyrus reeds.  The Rosetta stone helped us to work out how to translate hieroglyphics into English.  Egyptians used decimals. They could add, subtract, multiply, divide and use fractions.

Timeline of Key Events: All dates below are approximate Old Kingdom: 2600 BCE - 2100 BCE Middle Kingdom: 2000 BCE - 1650 BCE New Kingdom: 1540 BCE - 1075 BCE 7500 BCE First settlers in Nile valley 3500 BCE First use of hieroglyphic symbols 3100 BCE Narmer unites regions of Lower and Upper Egypt. 2650 BCE First step pyramid built 2550 BCE Pyramids at Giza built 2335 BCE Pyramid texts written (magical spells to protect pharaohs) 1472 BCE Hatshepsut becomes caretaker ruler. (Later declares herself pharaoh) 1336 BCE Tutankhamen becomes pharaoh 1279 BCE Ramses II becomes pharaoh 1100 BCE Upper & Lower Egypt split 332 BCE Alexander the Great conquers Egypt 196 BCE Rosetta stone carved 30 BCE Egypt becomes a Roman Province 1922 CE Carter discovers Tutankhamen’s tomb

What did the Ancient Egyptians do for us? 



Hieroglyphs - a precursor to more modern forms of writing relating to spoken sounds. Related to this, the Egyptians were the first to form writing material in the form of papyrus. Farming - some of the earliest ploughs were used in Ancient Egypt, and the first ploughs drawn by oxen too. Egyptians also invented the first key-operated locks.

Key Vocabulary: Amulet: an object to protect its owner from harm or danger Book of the Dead: a book of magic spells Hieroglyphics: a type of writing using pictures and symbols Mummy/mummification: a dead body that has been specially preserved/the process of making a mummy Papyrus: a plant from the banks of the Nile used to make paper, boats, sandals, baskets and rope Pharaoh: the supreme ruler of all of Ancient Egypt, considered a god Pyramids: monuments providing tombs for pharaohs Sarcophagus: a large stone coffin for a mummy Scarabs: amulets, often in the form of beetles Sphinx: a mythical creature with the body of a lion and the head of a pharaoh

Knowledge Organiser for Year 4 Geography Topic : Rivers and Basins Some major rivers across the World Thames, Trent, Severn, Tyne, U.K. Tay Ouse, Cam Europe

Volga, Danube, Rhine

Asia

Mekong, Ob, Yellow, Yangtze, Ganges, Euphrates, Tigris

Africa

Nile, Niger, Congo

South America North America Australia

Amazon, Parana, Orinoco Mississippi, Missouri, Colorado Murray-Darling

Definition of a river basin The area of land from which all water flows into a particular river Key features Source Drainage basin

Mouth Meander Spring Mountain stream Channel

The beginning of a river. A river may have multiple sources The area of land drained by a river The edge of highland surrounding a drainage basin. It marks the boundary between two drainage basins The end of a river. A river may end in a lake, but more normally in the sea A winding curve or bend of a river When water pressure causes a natural flow of groundwater onto earth’s surface A fast flowing stream in the mountain The physical confines of the river; two banks and a bed

Valley

A low area of land between hills or mountains, with a river or stream flowing through

Tributary Floodplain Lake Estuary Coastline Bed Bank

A small river that flows into a larger river The area around the river which is covered at times of flood A large area of water surrounded by land The tidal section of a river near the mouth The land along the coast The bottom of a river channel The sides of a river channel. A river channel has two banks

Watershed

Facts about the River Nile  Longest river in the world  It is 6853km long  Flows through 10 African countries including Egypt  Only 22% of the Nile is in Egypt  Mouth is in Egypt where it flows into the Mediterranean Sea  The name Nile comes from the Greek word Neilos meaning valley  The Nile floods the lands in Egypt, leaving behind black sediment. That's why the ancient Egyptians named the river Ar, meaning black.

Knowledge Organiser for Year 4 History Topic: Ancient Egypt Key Features and landmarks Nile River Longest river in the world. The Great Pyramid Of Giza. Bent Pyramid Pyramids Red Pyramid Pyramid of Meidum The Sphinx stands in front of all the pyramids in Giza. It has the body of a lion and the head of a Great Sphinx pharaoh. The Valley of the Kings was a great burial ground for the Pharaohs. After around 1500 B.C. the Valley of Kings Pharaohs no longer built great pyramids in which to be buried. Instead, most of them were buried in tombs in the Valley of the Kings. The Western Desert of Egypt is an area of the Sahara which lies west of the river Nile. Deserts Eastern Desert which extends east from the Nile to Red Sea. Mediterranean Sea Seas Red Sea Key vocabulary Pharaoh Pyramids Irrigation Hieroglyphics Civilisation Inundation Mummification Archaeology Shaduf

A ruler in Ancient Egypt. A monumental structure with a square or triangular base and sloping sides that meet in a point at the top. The pyramids are the stone tombs of Egypt's kings. A supply of water to crops to enable growth. A system of picture writing which used symbols (hieroglyphics) instead of letters and words. The level of development at which people live together peacefully in communities. The flooding season An old-fashioned method of preparing a dead body so that it doesn't decay. The study of the graves, buildings, tools and other objects that belonged to people who lived in the past, in order to find out about their lives and society. a device used in Egypt and other Eastern countries for raising water, especially for irrigation, consisting of a long suspended rod with a bucket at one end and a weight at the other.

Important events and achievements 6000 B.C Early people settled in the Nile valley. 3500 B.C First wall painting used hieroglyphs 2500 B.C Great Sphinx and the Great Pyramid were built 2500-2000 B.C Old Kingdom 2000-1500 B.C Middle Kingdom 1500-332 B.C New Kingdom 1325 B.C Tutankhamen was buried in the Valley of Kings. 332 B.C End of the New Kingdom. Greeks began ruling. 1922 A.D Howard Carter discovered Tutankhamenâ&#x20AC;&#x2122;s tomb Key Numbers Over 700 2017- 90% 20 140 6853

Original hieroglyphs Egyptians are Muslim Years to build the Great pyramid of Giza Great Pyramid height in metres. Length of River Nile in km.

Year 4 Knowledge Organiser – Autumn Term 2017

World War II 1939

People of interest Winston Churchill

Germany invaded Poland, and then France and Britain declared war on Germany.

World War II ended in…

Adolf Hitler

1945

Friends or enemies? The Allies (supporting Britain) The Axis (supporting Germany) Australia New Zealand Italy Japan India Soviet Union Hungary Bulgaria China USA Romania France Poland

Shelters Air raid The Blitz Gas mask Nazi Concentration camp

Rationing lasted until 1954, almost 9 years after the war ended. Adolf Hitler was the head of the Nazi party.

Anne Frank

Evacuee Rationing Blackout

Some more facts Over 3.5 million children were evacuated

Vocabulary A person who is moved away from a place of danger. A fixed amount of food and provisions for people. The turning off of all lights in a city so that bombers can’t see their target. A safe place to hide during an air raid. Military aeroplanes sent to bomb an area. A huge air strike on London over 57 nights. A protective mask to prevent breathing in of poisonous gases. A German fighter. A place where Hitler sent groups of people he did not like, to live and die.

Neville Chamberlain was the Prime Minister in 1939. Anne Frank was a Jewish girl, who was forced into hiding during WWII. Her diary shows the daily struggles many people faced against the Nazis. Winston Churchill was the prime minister from 1940-1945.

Why is Jesus inspiring to some people? Year 4 Autumn Term

Key Questions Which people are special and why? What would Jesus do? Can we live by the values of Jesus in the twenty-first century? What is so radical about Jesus? What does the word ‘inspiring’ mean? Who is inspiring? What do we know about Jesus’ life story? Is his story inspiring for some people? Was Jesus inspiring because of his actions? What did Jesus teach? Was he a good teacher? Was he an inspiring teacher? Did Jesus’ teachings inspire people? How and why? Who did Jesus say he was? Why is he so important to Christians? Why do Christians call the day Jesus died ‘Good Friday’ and the following Sunday his Resurrection day?

In this unit, the children will:   

Make connections between some of Jesus’ teachings and the way Christians live today. Describe how Christians celebrate Holy Week and Easter Sunday. Identify the most important parts of Easter for Christians and explain why they are important.

Key People Jesus Moses Peter

Key Content:   

          

Christians believe that Jesus is real and he died for a reason and came alive again at Easter. Jewish people teach that Moses was a holy man. Quote from the Bible: The fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control. People who are inspired by Jesus try to grow these fruits in their lives. The Gospels are 4 famous books about Jesus’ life written by Matthew, Mark, Luke and John. They are in the Bible. The Gospels say a lot about what Jesus said and did. There is no description of what he looked like. Paintings of Jesus were not done until around 150 years after his death. Indian Christians paint an Indian Christ, Africans or Europeans paint a black or white Jesus. Christians believe that Jesus was God come to earth as a human. Religious people see God at work in miracle stories. Miracles are such amazing stories that some people do not believe them. In one miracle story, Jesus fed 5000 people with 5 loaves and 2 fish. In another, he walked on water. Jesus was a teacher – he told stories and practised what he taught. Jesus told stories called parables. Jesus’ parables were used to teach his followers.

Key Content: 



 Key Vocabulary:

Christ: one of the names of Jesus.



Radical: a radical person makes great changes. Inspiring: someone or something that is exciting and motivates you. Good Friday: the day Jesus dies. Resurrection: Christian belief that Jesus came back to life after his death on Good Friday. Bible: the Christian and Jewish Holy Book.

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Gospel: good news. Incarnation: Christian belief that God became human in Jesus. Salvation: Christian belief that Jesus saved someone from bad things.

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Miracle: a surprising event believed to have been caused by God. Parable: the stories which Jesus told to teach his followers. Forgiveness: to stop being angry with someone and not wanting to punish them. Mercy: choosing not to harm someone. Peacemaker: trying to stop people from fighting or falling out.

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In the parable of the two builders, Jesus says that people who listen to him and follow him are like people who build their houses on rock – these houses will never blow down in storms. He said people who do not listen to him and follow him are like people who build their houses on sand – their houses will blow down in a storm. In the parable of the unforgiving servant, Jesus taught that everyone must always forgive. Jesus’ Beatitudes give advice on how Christians should live their lives: Blessed be the peacemakers, for they shall be called the children of God; Blessed are the merciful, for they shall obtain mercy. Jesus’ ‘I am’ sayings: I am the Bread of Life; I am the Way; I am the Good Shepherd. The last week of Jesus’ life is remembered by Christians during Holy Week. The key events of Holy Week: the entry of Jesus into Jerusalem; driving out moneychangers from the temple; the last supper; betrayal; the arrest and trial of Jesus; the crucifixion and the Resurrection. Jesus dies on Good Friday. Christians believe it was ‘good’ because it shows Jesus’ forgiveness. Christians believe that Jesus’ death and Resurrection saves them and gives them a way to be forgiven and get close to God. Christians don’t believe they are perfect. Most Christians admit their wrongs and say sorry to God every time the remember Jesus with bread and wine. Christians ask God to help them follow Jesus’ example.

Knowledge Organiser for Year 4 Science: States of Matter Unit Summary  To give a clear explanation as to what a solid, a liquid and a gas is  To understand the behaviour of solids, liquids and gasses  To observe and explain how water changes when a solid, a liquid and a gas  To understand what ‘reversible’ means  To understand the water cycle  To explain the roles of condensation and evaporation Key Vocabulary

Matter Solid Liquid Gas Evaporation

Objects that take up space and have mass are called matter. Everything around you is made up of matter A solid holds its shape and has a fixed volume A liquid fills up the shape of the bottom of a container. It forms a pool, not a pile and also has a fixed volume A gas can escape from an unsealed container. It fills up the space it is in, and does not have a fixed volume Changing from a liquid to a gas

Molecules

Changing from a gas to a liquid The degree or intensity of heat present in a substance or object and shown by a thermometer or perceived by touch A scale of temperature on which water freezes at at 0° (and boils at 100°)under standard conditions The very tiny particles that make matter

Reversible

Capable of being reversed so that the previous state is restored

Irreversible

Not able to be undone or altered – a chemical change has occurred

Condensation Temperature Celcius

Key Facts

Changing state

Matter can change from one state to another if it is heated or cooled. If ice (a solid) is heated it changes to water (a liquid). This change is called melting. If water is heated, it changes to steam (a gas).

The Water Cycle

The water cycle is the complete journey that water makes, from one place to the other, and from one state to the other. As the word ‘cycle’ suggests, there is no starting point. This means that we can begin at any point and follow its path until it gets to where we started again.

Whoâ&#x20AC;&#x2122;s The Mummy? Knowledge Organiser (Y5) Egyptian Gods and Goddess King of the gods. Amun God of mummification. Anubis God of the sky. Horus God of the Sun. Ra God of knowledge. Thoth God of death and the Osiris afterlife. Goddess of protection and Isis healing.

Vocabulary Key Words Amulet Canopic Jars

Egyptologist Giza Hieroglyphics

Famous Egyptian Pharaohs Tutankhamun - Often called King Tut today, Tutankhamun is largely famous today because much of his tomb remained intact and we have one of the greatest Egyptian treasures from his rule. He became Pharaoh at the age of 9. He tried to bring back the gods that his father had banished. Amenhotep III - Amenhotep III ruled for 39 years of great prosperity. He brought Egypt to its peak of power. During his rule the country was at peace and he was able to enlarge many cities and construct temples. Ramses II - Often called Ramses the Great, he ruled Egypt for 67 years. He is famous today because he built more statues and monuments than any other Pharaoh. Cleopatra VII - Cleopatra VII is often considered the last Pharaoh of Egypt. She maintained power by making alliances with famous Romans such as Julius Caesar and Mark Antony.

Mummification Pharaoh Rosetta stone

Sarcophagus Sphinx

Definitions A charm worn that the Ancient Egyptians thought had magical powers. Special jars that held the organs of a mummy including the lungs, intestines, liver, and stomach. An archeologist who specialises in Ancient Egypt. A place where several large pyramids and the Great Sphinx were built. A type of writing used by the Ancient Egyptians that used a combination of pictures and symbols. The process of preserving a body. The supreme ruler of all of Ancient Egypt. He or she was considered a god. A special stone that had the same inscription written both in Greek and in Egyptian hieroglyphics. It was very helpful in translating and understanding hieroglyphics. A large stone box that held a mummy's coffin. A mythological beast with the body of a lion and the head of a pharaoh or god. The Egyptians built sphinx statues to guard tombs.

Are we damaging our world? Year 5 Autumn Term

In this unit, the children will consider if we are damaging our world and how we can protect it. The children will investigate energy production, the oceans and minerals, as well as conducting an enquiry into how the school can become more sustainable.

Background Information Scientists are providing increasingly compelling evidence of environmental change and stress. Around the world glaciers and ice sheets are retreating, the overall health and diversity of wildlife is declining, human numbers are increasing and natural resources are over-exploited. These are worrying trends and many people believe we need to take firm action to address these problems.

By the end of the unit

In this unit, the children will:   



Describe and understand key aspects of the distribution of natural resources including energy, minerals and water Use maps, atlases and globes to locate countries and describe features studied Use the eight points of a compass, symbols and keys to build their knowledge of the United Kingdom and the wider world Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Map Work The children will use maps and atlases throughout this unit to locate different countries, regions, oceans and habitats. They will learn to read a range of different types of map, including those that show mineral distribution around the world.

All children can:  Describe some threats to the health of our planet  Name several common minerals  Describe some renewable and nonrenewable energy sources  Explain how humans rely on the oceans  Pose an enquiry question  Understand ways to make school more sustainable  Identify an important environmental issue. Most children can:  Plan and carry out an enquiry into sustainability in school  Understand ways to improve the health of our planet  Explain where minerals are found around the world  Explain the carbon cycle  Describe some threats to our oceans  Understand some advantages of marine protected areas (MPAs). Some children can:  Understand some ways in which minerals can be developed sustainably  Understand that no one type of energy production will provide all the world’s energy.

Key Vocabulary: Biomass: biological material derived from living, or recently living organisms Fossil fuel: buried organic material from decayed plants and animals that have been converted to oil, coal, and gas over hundreds of millions of years

Key Content     

Geothermal energy: heat drawn from inner layers of the Earth

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Human feature: created by humans, e.g. roads, houses and canals

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Hydro electricity: electricity that is created by the flow of water Mineral: a solid substance with no origin as a previous life form Non-renewable energy: energy from a source that can be used up and no longer be available Physical feature: naturally occurring feature, e.g. rivers and mountains Recycled: ‘discarded’ or ‘end-of-life items’ converted into a reusable item or material Renewable energy: energy source that will never be used up Solar energy: sunlight into electricity Sustainability: ability to maintain balance between natural ecological systems through not harming the environment or using up resources that will run out Tidal energy: a form of hydropower that converts the energy of tides into useful forms of power Wave energy: the capture of energy from ocean surface waves for electricity generation Wind power: energy extracted from wind using wind turbines to produce electrical power.

    

There are threats to the health of our planet. There are ways to help improve the health of our planet. Many habitats have been destroyed. Habitats in Africa and South America are often logged for their hardwoods to be exported to Europe for furniture-making. Endangered species in the UK: Small Tortoise Shell Butterfly; Cicada: Turtle Doves; Cosnard’s Net-winged Beetle; Wart-biter Cricket; V-moth; Bearded False Darkling Beetle; Natterjack Toad; Hedgehog and Red Squirrel. Common minerals include: coal, oil, sea shells, diamonds, rubies, pyrite (fool’s gold), table salt, gold, copper, aluminium, iron, steel, gravel, brick, sand and stone. Minerals such as rock, oil, coal and metals are extracted, mined or quarried from the earth for human use. Most metal occur in rocks as ores which have to be crushed and processed to obtain metal. Steel is made from ore-rich rock. Minerals are non-renewable natural resources and we need to think sustainably about their use. We can help the sustainability of minerals by reducing, reusing and recycling. Types of energy we use include electricity, gas and battery power.

The Carbon Cycle All living things are made of carbon. Carbon is also a part of the ocean, air, and even rocks. In the atmosphere, carbon is attached to some oxygen in a gas called carbon dioxide. Plants use carbon dioxide and sunlight to make their own food and grow. The carbon becomes part of the plant. Plants that die and are buried may turn into fossil fuels made of carbon like coal and oil over millions of years. When humans burn fossil fuels, most of the carbon quickly enters the atmosphere as carbon dioxide. Carbon dioxide is a greenhouse gas and traps heat in the atmosphere. Without it and other greenhouse gases, Earth would be a frozen world. But humans have burned so much fuel that there is about 30% more carbon dioxide in the air today than there was about 150 years ago, and Earth is becoming a warmer place.  Energy sources include: wind power, biomass, wave energy, geothermal energy, hydroelectricity, tidal energy, solar energy, fossil fuels (oil, gas, coal)  Humans rely on the oceans for many reasons including transportation, food, climate and weather regulation and jobs.  The biggest threats to our oceans are pollution, climate change, overfishing, extraction of oil and gas from the seabed, habitat destruction and the introduction of alien species (from other ecosystems).  Marine Protected Areas are places at sea where human activities such as fishing are limited to help protect habitats and wildlife.  The ways we can help our school become more sustainable include: reducing our use of water e.g. turning off taps; switching off lights; recycling; walking instead of taking the bus.

Forces - Scream Machine Weight and Gravity  Remember

Newton’s 3rd Law of motion

that weight is a force, and is measured in Newtons.



Mass is measured in kilograms (kg). Mass is the amount of ‘stuff’ an object contains.

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Gravity is the force that attracts all objects to each other.

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Even you attract other objects to you because of gravity, but you have too little mass for the force to be very strong. Gravity only becomes noticeable when there is a really massive object like a moon, planet or star. We are pulled down towards the ground because of gravity.

‘For every action there is an equal and opposite reaction.’

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Weight is a force caused by gravity. The weight of an object is the gravitational force between the object and the Earth. The more mass the object has the greater its weight will be.

Friction

Measuring Forces

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 Forces

Whenever an object moves against another object, it feels frictional forces.

can change the shape of objects and change the way they are moving. 



These forces act in the opposite direction to the movement.

Forces can be a push or a pull (e.g. you pull a chair from under a desk or you push a door open).



Friction makes it harder for things to move. 

Useful friction – shoes and floor, brakes and wheels Unhelpful friction produces heat and noise

Air resistance Buoyant Centripetal force Engineer Friction Gravity Mass Newton Pendulum Pulley Rigid Water resistance Weight

Forces can be measured using a force meter. The unit of force is Newtons (N). The bigger the force applied, the longer the spring stretches and the bigger the reading.

Key Vocabulary A force that acts against gravity/thrust on moving objects. Able to keep afloat or rise above a liquid or gas. A force which acts on an object moving in a circular path and is directed towards the centre around which the object is moving. A person who designs, builds and maintains structures. The resistance that one surface or object encounters when moving over another. The force that attracts a body towards the centre of the earth, or towards any other physical body having mass The mass of an object is the number of atoms it contains, usually measured in Kg. A newton is the standard international unit of force. A weight hung from a fixed point so that it can swing freely. A wheel with a grooved rim which a cord passes over, changing the direction of a force. Unable to bend or be forced out of shape. A type of friction experienced when travelling through water, working against the thrust of an object. A downward force of an object measured in Newtons.

Knowledge Organiser for Year 5 Geography Topic: North America Key Features Oceans / bodies of water bordering USA Four mountain ranges Five Great Lakes

Atlantic Ocean, Pacific Ocean, Arctic Ocean, Gulf of Mexico, Bering Sea.

Appalachian Mountains. Cascade Mountains, Rocky Mountains, Sierra Nevada

Series of interconnected fresh water lakes in the north eastern. They form part of the border between the USA and Canada. Grassland region of North America between the Rocky mountains and the Mississippi river. Missouri River (3,767km), Mississippi River (3,734 km), Yukon River (3,187 km), Rio Grande (3,034 km). Great Basin Desert (cold desert, mostly in Nevada), Mojave Desert (California/Nevada/Arizona), Sonoran Desert (California/Arizona/Mexico), Chihuahuan Desert (border of Mexico and USA).

Great Plains Major rivers

Deserts

A deep narrow valley with steep sides. A large region that is higher than the surrounding area and is relatively flat. The act in which earth is worn away, often by water, wind or ice. A body of water surrounded by land. A large stream of flowing water. A landform that forms at the mouth of a river, where the river flows into a larger body of water. An area of low-lying ground next to a river which is likely to flood. An embankment built to prevent the overflow of a river. A large area of grassland. Farming that involves plants or crops. Farming that involves animals. The pattern of where people live – sparsely populated places contain few people; densely populated places contain many people. The measurement of the total number of people in an area – total population ÷ total land area in km².

flood plain levee prairie arable farming pastoral farming population distribution population density

delta

Key vocabulary canyon plateau erosion lake river

Borders

Key facts and figures

Population Governance Largest and smallest states (population) Largest cities (and the state they are in)

Highest mountains (and the state they are in)

Largest lakes (in descending order)

The USA shares land and maritime borders with Mexico and Canada and maritime borders with Russia, Cuba and the Bahamas. 326 million – third largest country in the world (by population) – 4.3 % of world population The USA is a federal republic made up of 50 states. The head of state is the president. California, Texas, Florida Hawaii, Maine, New Hampshire New York (New York) – 8 million, Los Angeles (California) – 4 million, Chicago (Illinois)3 million, Houston (Texas) – 2 million, Philadelphia (Pennsylvania) – 1.5 million, Phoenix (Arizona) – 1.5 million. Denali (Alaska) – 6,190m, Mount Saint Elias (Alaska) – 5,489m, Mount Foraker (Alaska) – 5,304m Lake Superior, Lake Huron, Lake Michigan, Lake Erie and Lake Ontario.

Knowledge Organiser for Year 5 History: The Thirteen Colonies and The American War of Independence Why Study The American War of Independence? Between 1607-1776, Britain controlled thirteen colonies on the East coast of North America. Defeating the French and their allies in the Seven Years War marked the beginning of the British Empire’s world dominance. However, grievances with the British Government led to The American War of Independence which was fought between 1775-1783 and escalated into a global conflict. This culminated in the declaration of independence from Britain by the newly formed ‘United States of America’ in 1783. British Army (Redcoats) – 30,000 soldiers Timeline of Key Events

1607

1756 -1763 1760 1763

5 March 1770 th

16 December 1773 1774 18 April 1775 War of Independence (1775-1783) th 4 July 1776 1778 rd 3 September 1783 th 30 April 1789

American Colonists – 15,000 volunteers

Jamestown, the first English colony, is established. It was named after King James I. Seven Years War - a global conflict between the Kingdom of Britain (and their allies) and the Kingdom of France (and their allies) fought on the British colonies borders. Britain gains large areas of ‘New France’. George III became King of Great Britain and Ireland. He stubbornly refused to offer colonists the same rights as Britons on the mainland. Treaty of Paris – signs over large areas of ‘New France’ to Great Britain. Britain now controls most of North America. Boston Massacre – British troops shoot and kill 5 colonists. Boston Tea Party – A group of colonists calling themselves the ‘Sons of Liberty’, board the merchants’ ships in Boston Harbour and dump 342 crates of tea into the sea. The Intolerable Acts (known in Britain as the Coercive Acts), are passed by the British Government to limit the rights and freedoms of the American colonists. Revere’s Ride - An American spy, Paul Revere, rode through the night warning the colonists of the British soldiers plan to raid a munitions store in Lexington. Battle broke out as the British redcoats marched on Lexington and the war began. War between the colonists and the British army.

Declaration of Independence. The French enter the war. The signing of the Paris Peace Treaty formally ended the American War of Independence. George Washington is inaugurated as the first President of the United States of America.

Important events, people, places and facts Thirteen Colonies

Province of New Hampshire, Province of Massachusetts, Colony of Rhode Island and Providence Plantations, Connecticut Colony, Province of New York, Province of New Jersey, Province of Pennsylvania, Delaware Colony, Province of Maryland, Colony of Virginia, Province of North Carolina, Province of South Carolina, Province of Georgia.

New France

Colonies of the North America continent controlled and governed by the French.

American Colonists

‘No Taxation without Representation’ Sons of Liberty Committee of Five Benjamin Harrison Paul Revere

George Washington

British citizens living in the thirteen colonies controlled by Britain in North America.

British Settlers in American colonies were heavily taxed by the British Government, to pay off the debts incurred during the ‘Seven Years War’, but were unable to vote and elect Members of Parliament. Protests broke out in the colonies. 50 members of a protest group dressed as native Americans stormed the British ships and threw the tea overboard. Their choice of disguise showed that they no longer wished to be seen as British, but American. Drafted the declaration of Independence presented to Congress: John Adams, Thomas Jefferson, Benjamin Franklin, Roger Sherman, Robert Livingston. Chairman of Congress.

An American spy who rode through the night warning the colonists ‘the redcoats are coming!’

Commander-in-Chief of the rebel soldiers who led the colonists to victory over the British. First President of the newly formed United States of America (1789 – 1797).

Industrial Revolution and the Victorians Queen Victoria Timeline 1819 Princess Victoria (full name Alexandrina Victoria) is born on 24 May at Kensington Palace. Her parents are Edward, Duke of Kent (fourth son of King George III) and Princess Victoria Mary Louisa of Saxe-Saalfeld-Coburg. 1820 Princess Victoria’s father dies in January and she becomes heir to the throne. 1837 King William IV dies on 20 June and Princess Victoria becomes Queen. 1838 Queen Victoria’s Coronation takes place at Westminster Abbey. 1839 Queen Victoria becomes engaged to Prince Albert. 1840 The wedding of Queen Victoria and Prince Albert takes place on 10 February in the Chapel Royal, St James’s Palace. Their first child, Victoria, Princess Royal, is born on 21 November. 1841 Their son, Albert Edward, Prince of Wales, is born. 1843 Princess Alice is born. 1844 Queen Victoria and Prince Albert have a fourth child, Prince Alfred. 1846 Princess Helena is born. 1848 Princess Louise is born. 1850 Prince Arthur is born. 1851 The Great Exhibition takes place at Crystal Palace at London, celebrating art, science, trade and industry. The Exhibition was the idea of Prince Albert, who was heavily involved in its planning. 1853 Prince Leopold is born. 1857 The Royal couple have their ninth child, Princess Beatrice. 1861 Prince Albert dies of typhoid fever on 14 December. 1877 Queen Victoria is given the title Empress of India. 1897 Queen Victoria celebrates her Diamond Jubilee and sixty years as Queen. 1901 Queen Victoria dies at Osborne House on the Isle of Wight on 22 January at the age of 81 and a reign of almost 64 years. Victorian Inventions 1816 George Stephenson patented a steam engine locomotive that ran on rails. 1837 Electric Telegraph - William Cooke and Charles Wheaston 1839 Photographic paper- W.H.Fox – Talbot 1839 Steam powered paddle boat - Isambard Kingdom Brunel 1840 Pre-paid postage - Sir Rowland Hill 1844 Morse Code - Samuel Morse 1845 Rubber inflatable tyres- Robert Thomson 1849-1921 Ceramic toilet- Thomas William Twyford 1850 Post Box 1871 Penny Farthing - James Starley 1876 Telephone - Alexander G. Bell 1876 Electric light bulb -Thomas Edison 1885 Petrol Motor Car – Karl Benz 1895 Wireless Radio – Guglielmo Marconi Acts of Parliament 1833 The first Factory Act provides first small regulation of child labor in textile factories. 1834 Poor Law created “poorhouses” for the destitute. 1848 British government sets up the General Board of Health to investigate sanitary conditions, setting up local boards to ensure safe water in cities. 1875 Public Health Act gives government responsibility to ensure public health for housing and sewage. 1880 Education Act made school compulsory for children up to age 10. 1901 This Factory Act raised the minimum work age to 12 years old. 1918 Education Act made school compulsory for children up to age 14.

Science Key Vocabulry Properties of Materials Solution- mixture of a solid and liquid – you cannot see the solid but it is there. Dissolve – a solid mixes into a solution. Evaporate – liquid heats up and turns into a gas. Conduct – allow energy to pass through. Insulate – to not allow energy to pass through Filter – separate solid from a liquid. Solid – state of matter that is rigid and keeps its shape. Liquid – state of matter that is fluid and will change shape to fit its container. Gas – state of matter that is light and spreads everywhere. Forces Gravity – force that pulls us to the centre of the earth. Friction- force between things that are touching. Water/Air Resistance – water/air that is pushing back against you as you move through it. Newton – unit we measure force in. Topic Key vocabulary Economy - the production, distribution or trade, and consumption of goods and services. Industry - Industry is the production of goods or services within an economy. Census - A census is the procedure of recording information about the members of a the population Cholera - is an infectious disease Typhoid - is an infectious disease Shilling - is a unit of currency formerly used in the United Kingdom Empire – a selection of nations or people ruled over by an emperor or other powerful government Monarch – is the head of the state Reign - the time which the monarch occupies the throne Navvies - these were the men who actually built railways

Key facts:

•

The Vikings came from Scandinavia; they travelled from Norway, Denmark and Sweden in longboats. The first place they raided was the monastery of Lindisfarne. The Vikings wrote in runes and they would use tools to carve the letters into stone, bone, wood and metal. The Vikings believed in many different Gods. The main ones being; Odin, Loki, Thor, Frey and Freya. Any place in England with name endings of; Toft, by, Thorpe and Gate, were once owned and conquered by the Vikings. Not all Vikings came to England to fight some of them came to work and trade.

Year 5 Autumn Term topic - The Vikings.

Important names:

Key vocabulary

Definition

Invade

An armed force enters a country or region in order to occupy it To take control by military force.

Alfred the Great was king of Wessex and he successfully defended his kingdom from the Vikings attempt to conquest in 871 AD.

To steal and cause damage and harm to others. A person who buys and sells goods, currency or shares. A skilled worker A large boat which would be launched from a sailing ship To live and take up residence.

Athelstan – (Alfred’s grandson) won back York.

Conquer Raider Trader Craftsmen Longboat Settle

Ethelred the Unready fled the country when the Vikings (lead by Sweyn Forkbeard) invaded in 1013 AD.

Canute the Great (Viking son of Sweyn) won the throne of England in 1016 AD.

Edward the Confessor lived in exile until 1041 AD and became king of England in 1042 AD.

Why do some people believe God exists? Year 5 Autumn Term

Key Questions Who is Christian/Jewish/Muslim and what do they believe? What do different people believe about God? Do we need to prove God’s existence? How many people believe in God? Is God real? What do Christians think? How do we know what is true? Why do people not believe in God? What do Christians believe about how the world began? Do they all share the same idea? Is God real? Why do some people believe God exists? Why do some people believe God doesn’t exist?

In this unit, the children will:    

Give examples to show how believing in God can affect people’s lives differently. Discuss the value and challenges of believing in God. Describe and explain differences about some people’s ideas about God. Consider the different ways in which sacred texts can be interpreted.

Key People Jennifer Wiseman John Polkinghorne Denis Alexander

Key Vocabulary: Theism: belief in God. Atheism: the belief that there is no god. Agnosticism: unsure whether there is a God. Simile: describing one thing as being similar to something else. Metaphor: saying one thing is something else. Bible: the Holy Book for Christians and Jews. Fortress: a well-protected place, designed to keep enemies out.

Key Content: 

If the world had 100 people, 33.5 would be Christian, 18 would be Muslim, 15 would be agnostic, 12.5 would be Hindu, 9 would have other religions, 6.5 would be Buddhists, 4.5 would be atheists, 0.6 would be Jewish and 0.3 would be Sikh.

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Names for God from the Bible: Father, Creator, Rock, Shepherd, Fortress, Light, Jesus, Spirit, Eternal, Everywhere, Almighty.

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Maimondies described what God is NOT.

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Some reasons why people do believe in God: family background – maybe their family believes in God; religious experience – many people say they have felt God in their lives; many people say the universe, life and the Earth must have been created by God.

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Many people who do not believe in God say there is too much suffering in the world to believe in God. Some also say there is no need to use God as a reason to explain the universe, life and Earth.

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Christians, Sikhs, Muslims and Jews see God as creator and designer of the natural world.

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Quotes from the Bible about the creation of the world: In the beginning God created the heavens and the earth; God said ‘Let there be light’ and there was light; God made the wild animals; God created mankind in his own image.

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Quotes from the Qu’ran about the creation of the world: We created man from a product of wet earth; He initiated the creation of your father Adam from dust.

Eternal: something that last forever. Fact: something that is true. Belief: a feeling that something exists. Opinion: something you think or believe. Design: deliberately planned and made. Random: does not follow a design or pattern. Big Bang Theory: a theory that suggests that the universe was created as a result of a large explosion.

Knowledge Organiser for Year 5 Science: Chemistry Unit Summary Have you ever wondered what materials are made of? What would we find if we cut a cube of gold into smaller and smaller pieces, until we could go no further? We will explore what happens when we look at the smallest particles we know to exist and how they are used as the building blocks of all known materials.

Key Ideas The periodic table Element Atoms Molecule Mass Volume Density

A table of all the known elements, in a specific order and grouped together according to their properties An element is a material made of all the same types of atoms The smallest form of a material which still has the properties of that material More than one type of atom joined together The amount of a substance How much space an object can occupy Objects with more density have more mass packed into the same space

Key Facts: Atoms Element Molecule

Mass Volume Density Dissolving

Atoms are the smallest building block of all materials. They are made of even smaller particles called protons, neutrons and electrons An element is a material made of all the same types of atoms. For example hydrogen gas is made only of hydrogen gas and no other substance A molecule is formed when more than one type of atom joins with another type of atom. For example water is a mixture of 2 hydrogen atoms and one oxygen atom. This is why its molecular symbol is H20 Mass is the amount of a substance and is the same everywhere in the universe. It is different to weight, which is effected by gravity. A pint of milk will have the same mass on Earth and the moon but will weigh less on the moon Volume is the amount of space an object occupies and is usually measured in litres Can be calculated using the mass and volume of an object. Density is equal to mass divided by volume When the atoms of one molecule mix completely with those of another

Scientific Thinking  Pupils will work scientifically and ask relevant questions and use different types of scientific enquiries to answer them. These will include how mass and volume effect density and what factors effect whether a substance will dissolve.  To set up simple and practical investigations. Such as measuring the mass and volume of an object and using this to calculate the density.  To make and careful observations during investigations involving dissolving.  To use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

Knowledge Organiser for Year 6 Geography Topic: European Geography

European countries and their capitals to know by end of Year 6: 6 Country France Spain Portugal Netherlands Luxembourg Belgium Switzerland Italy Germany Austria Iceland Croatia Bosnia-Herzegovina Montenegro Romania Belarus Ukraine Georgia Malta

Important facts Number of countries in Europe Russia

Capital Paris Madrid Lisbon Amsterdam Luxembourg City Brussels Bern Rome Berlin Vienna Reykjavik Zagreb Sarajevo Podgorica Bucharest Minsk Kiev Tbilisi Valletta

Country Norway Sweden Denmark Poland Russia Greece Turkey Finland Czech Republic Slovakia Slovenia Albania Fyro Macedonia Serbia Bulgaria Lithuania Latvia Cyprus Moldova

Capital Oslo Stockholm Copenhagen Warsaw Moscow Athens Ankara Helsinki Prague Bratislava Ljubljana Tirane Skopje Belgrade Sofia Vilnius Riga Nicosia Chisinau

50 25% of Russiaâ&#x20AC;&#x2122;s land mass is in Europe 75% of Russiaâ&#x20AC;&#x2122;s land mass is in Asia 77% of people living in Russia live in European Russia Ural mountains form part of the boundary between European and Asian Russia Geographically raphically defined Russia is on one continent - Eurasia. Europe and Asia are both on the Eurasian plate. However, religion, culture and politics have intervened and split the two apart

Knowledge Organiser for Year 6 History Topic: WW2 Important Dates 1st September 1939 rd 3 September 1939 th 7 January 1940 10th May 1940 June 1940 th 6 June 1944 7th May 1945 th 8 May 1945 th 6 August 1945 2nd September 1945 th 4 July 1954 Important People Adolf Hitler Winston Churchill Neville Chamberlain King George VI Key Terms Axis Allies Nazi Evacuation Evacuee Black out

Germany invades Poland Britain and France declare war on Germany Rationing of food begins Churchill becomes Prime Minister Dunkirk evacuated and France surrenders. Battle of Britain begins D-Day Germany Surrenders VE Day Atomic bomb on Hiroshima End of WW2 (Japan surrenders) Rationing ends

Leader of the Nazi Party and Chancellor of Germany 19331933 1945.Also Also referred to as Fuhrer Prime Minister 1940 to 1945 and again from 1951 to 1955 Prime Minister May 1937 to May 1940 Monarch 11 December 1936 - 6 February 1952. Father of Elizabeth II

Rationing Blitz United Nations

Countries which fought on the German sside (including:Italy, Germany, Japan, Russia (1939-1941)) (1939 Countries which fought on the British side (including:USA, Great Britain, France,Russia Russia (1941 (1941-1945)) Member of the German political party which came to power in 1933 Organised movement of children and the vulnerable from towns and cities to safe zones Someone who was evacuated, moved from a danger area to a safer place. System of ensuring no lights were visible after dark so that buildings could not be spotted by enemy planes The he controlled distribution of scarce resources (food/clothing) Series of bombing raids on the UK Organization set up in 1945 by the Allies to work for world peace

Holocaust

Mass murder of Jews and other groups of people by the Nazis

Gas mask

Face mask to protect people against poison gas

Air raid

An attack by planes dropping bombs

Propaganda

Atomic bomb Air raid shelter

Controlling news media (such as radio) to show your side in the best way

Weapon first used in 1945 when two bombs were dropped on Japan, killing more than 100,000 people A building ng to protect people from bombs Anderson Shelter: Made of corrugated iron. Usually Us at the end of the garden Morrison Shelter: Metal cage used inside the house. Could ould double as a kitchen table

Ancient Greece Y6 Autumn Term 2017 Key Dates The Ancient Greek era began around 800BC The first Olympic games were held in honour of Zeus in 776BC The Battle of Marathon was in 490BC The era ended in 146BC when they were conquered by Rome Key Vocabulary Government: the group of people who make the decisions about the running of a country or state.

City States:

Democracy: a system of government where the people choose their rulers by voting for them. The word democracy comes from the Greek ‘demos’ meaning people and ‘kratia’ meaning power. People power is the basis of democracy today.

Athens: Largest city state in Greece. Was the birthplace of democracy with citizens voting on change. Was known for theatre, arts, philosophy and literature.

Hoplite: a heavily armed foot soldier of Ancient Greece.

Sparta: Unlike Athens, it did not study philosophy, art or theatre. Instead, the people studied war and the Spartans were widely considered to have the strongest army. Sparta was ruled by two kings of equal power.

Siege: where enemy forces surround a town or building, cutting off essential supplies, with the aim of making those inside surrender. City states: were like very small countries with just one city. Each had their own government. Famous city states include Athens, Sparta, Thebes and Corinth. Aesop: a Greek storyteller who created many fables such as ‘The Tortoise and the Hare’ and ‘The Wind and the Sun’. Mount Olympus: home of the 12 major gods and goddesses known as the Olympians. Key Figures in the Battle of Troy Helen: the most beautiful woman in the world and wife of Menelaus Menelaus: King of Sparta and husband of Helen Agamemnon: brother of Menelaus and commander of the Greek army Achilles: strong, courageous and loyal Greek warrior Hector: Prince of Troy and leader of the Trojan army Paris: younger Prince of Troy who falls in love with Helen

Why should we remember the Maya? Year 6 Autumn Term

In this unit children will explore the world of the Maya, and especially why most of the Maya seemed to die out around 900AD

Background Information The Maya were a Stone Age society in Central America. They first appeared around 2000BC, but their main period is from around 0AD to 1300AD. There was a big change in the civilisations around 900AD, when many Mayan cities were deserted and around 90% of the population disappeared. Historians disagree about why this happened. Many historians think the Maya were the most advanced society in America, even though they had no wheels, no metal and no roads. They built up a huge trading empire and some of their cities grew to contain around 50,000 people. They used the rainforest effectively, mainly growing maize and grinding it into flour to make tortilla-type bread. They gave the world chocolate, which they drank flavoured with chillies. They also used cocoa beans as currency. The Maya also developed a complex calendar, and had a writing system based on hieroglyphs. They make a perfect contrast with Stone-Age Britain (there are lots of similarities, but also many difference) and also ancient Egypt (pyramids and hieroglyphs) or Shang China (jade and obsidian).

In this unit, the children will: 

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Learn about a non-European society – the Mayan civilisation c. 900AD – that provides contrast with British history. Gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Know and understand significant aspects of the history of the wider world, including characteristic features of past non-European societies

Historical Skills and concepts

Key People

In this unit, the children will:

The Mayans did not have ‘great’ historical figures, but each city had important people

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The Priest – Held the regular rituals surrounding the temple possibly including sacrifice.

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The Pharmacist – provided natural medicines which kept the people very healthy.

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The Farmer – irrigated fields and provided food for the city

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Learn about interpretations – why different historians say different things about the decline of the Maya Learn about similarities and differences as they compare modern-day Maya with Maya 900AD Deduce information from studying a different period: they will use the Egyptians as a ‘way in’ to studying the Maya.

Key Content              

                   

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The Mayans lived in the rainforest There are around 6 million Maya alive today Modern Maya live in Guatemala, Mexico and Belize Their religion is a mix of Catholicism and ancient Mayan beliefs and rituals They worship at mountains and cave shrines They make offerings of chickens, candles and incense The women wear loose huipiles and the men wear traje Most Mayan families today are maize farmers Many families produce crafts such as woven textiles for market The Ancient Maya were a Stone Age society The Maya have been eating chocolate for over 2000 years The Maya had over 600 gods They had a goddess of chocolate called Ixcacoa Foods they gave us include: maize, black beans, chocolate, vanilla, chillies, sweet potatoes, avocado, squash, papaya and tomato Most Mayans were farmers and grew more than they needed Most Mayan farmers grew maize and turned it into flour which they used to make a type of flat bread The Maya used the rainforest to grow their food Maize was their key crop They had a maize god called Hun Hunalpu They believed their ancestors were made from white and yellow corn which is why maize was sacred to them Sacrifice was an important part of Mayan religion Only the priests performed a sacrifice and these were performed at the top of pyramids The Mayans created a very complex calendar They turned rubber from trees into balls for playing a version of football They had no metal or wheels They designed a system of writing based on hieroglyphs There are lots of inscriptions of their writing left on stelae as well as on temple walls Some Mayan cities have been lost in the jungle for centuries Some ancient Mayan cities are in Mexico Mayan pyramids were used as temples Their pyramids were stepped and priests stood on the top and carried out religious ceremonies Tikal and Naachtu are ancient Mayan cities Temples, pyramids, palaces and house mounds were in Mayan cities Some theories of why most of the Maya died out include: the disaster theory, the famine theory, the warfare theory, the environmental theory and the civil strife theory There are only four codices still in existence – the rest were destroyed by Spanish conquistadors because they were pagan books The codices had fig-bark covers and were made of folded sheets of paper Codices contained the history of the Mayan peoples, their gods, kings and major events

Timeline of Key Events: All dates are approximate

c. 2000 BCE c. 100 BCE c. 250 CE c. 300 CE

c. 600 CE

c. 650 CE

c. 900 CE

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What did the Mayans do for us? Astronomy – very accurate charts of the moon Sculpture – mainly of the human form, highly advanced when compared to similar empires Architecture – stepped temples providing a route into understanding their religion Medicine – many natural cures used by the Mayans still in use today Number system – developed independent of Arabic system, more advanced and logical

Key Vocabulary: Archaeologist: someone who digs up remains of old societies Base 20: a maths system based on 20, not 10 like we use Codex: the Mayan book Creation myth: a story which explains the beginning of the world Hieroglyphs: writing that is made of pictures Interpretation: one person’s point of view based on evidence

Rain forest: an area of forest that contains many tall trees, has high temperatures and lots of rain Sacrifice: an offering to keep the gods happy Stelae: stones or wooden posts which have writing on

Year 6 Autumn Term

What difference does it make to believe in Ahimsa (harmlessness), Grace (the generosity of God), and Ummah (community)?

Key Questions What does it mean for Hindus, Muslims and Christians to commit to key beliefs? How do Muslim people build their community, the Ummah, by following their Prophet? How does it feel to be a part of the Muslim Ummah? What difference does it make? What does harmlessness mean in the Hindu religion? The example of the ways Gandhi stood up for his beliefs and commitments? How do Hindus show their commitment to Ahimsa through acts of service or sewa? What did Jesus teach about God’s grace and forgiveness? Why did Jesus share bread and wine with his disciples, the night of his arrest? How did Jesus show the meaning of grace? How can the life of a great Christian person show us the meaning of grace? What have we learned from the Muslims, Christians and Hindus about their comments to the Ummah, to Ahimsa and to Grace? How are these religions similar, and how are they different?

In this unit, the children will:  Describe what Ahmisa, Grace or Ummah mean to religious people.  Make connections between beliefs and behaviours in different religions..  Make connections between belief in ahmisa, grace and Ummah.  Outline the challenges of being a Hindu, a Muslim and a Christian in Britain today.

Key Charities        

The Muslim Education Trust The Islamic Foundation Islamic Relief Muslim Hands Sewa UK Christian Aid Trocaire Tzedek

Key Concepts 

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Muslims are committed to being part of the global ‘Ummah’, the worldwide Muslim family. They stick together, they are one under Allah. Christians are committed to believing in God’s grace, or generosity. They think God forgives everyone who truly repents. Hindus are committed to Ahmisa, or harmlessness. They try to live life without killing or harming anything that lives.

Key People Ganhdi Mother Teresa Prophet Muhammed (PBUH) Jesus

Key Content:

Key Content:  

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Muslims learn and love the life story of the Prophet and see it as a ‘grand story’ for the Muslim Ummah. Key headings for the Prophet’s story: Early life; The Night of power; The Night of Ascent; The Town of the Prophet; The Road to Makkah; The Farewell. Muslims believe Prophet Muhammad (pbuh) is the last messenger of God. Muslims believe other messengers include Adam, Abraham and Jesus – linking to shared Jewish and Christian history. Islamic teaching forbids drawings of the Prophet. Muslim beliefs about Prophet Muhammed: Allah spoke to him; the Qu’ran was revealed to him; he is a role model of how best to live; he rededicated the Ku’bah to Allah; he created one multiracial community of Muslims; he spread the word of Allah ; he is the last and final prophet; he is an example to all Muslims. Muslims are asked by their religion to give some money to help those less fortunate, as a sign of thanks to Allah. Muslims contribute to the wider community, eg through the Muslim Education Trust, the Islamic Foundation, Islamic Relif, Muslim Hands. Muslim festivals such as Id-ul-Fitr, Id-ul-Adha unites the community. Ummah is strengthened by the fact the Kaaba is the centre of the world for all Muslims. Allah says, “You have been the best of communities: brought forth for humankind; commanding good, forbidding evil and believing in Allah.”

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Key Vocabulary:

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Commitment: loyalty and dedication. Belief: trust. Qurbani: the giving of sacrifice (for example an animal or money) to show submission to Allah.

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Hajj: annual Islamic pilgrimage to Mecca. Zakat: the third pillar of Islam. Giving money to charity.

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Vegetarian: someone who does not eat meat. Liberation: freedom.

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Sewa: selfless service to humanity. Selfless: unselfish and generous.

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Unconditional: complete, absolute. Generosity: kindness. Holy Week: The week leading up to the Christian festival of Easter where Jesus died. The Last Supper: Jesus’ last meal with his disciples on the night before he died. Resurrection: rising from the dead. Eucharist: Christian ceremony remembering The Last Supper using bread and wine. Easter: Christian festival celebrating Jesus’ resurrection.

Disciple:

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Gandhi was a Hindu who believed in ahmisa harmlessness and non-violence. Quotes from Gandhi: “In a gentle way you can shake the world.” “An eye for an eye and everyone shall be blind.” “Whenever you are confronted with an opponent, conquer him with love.” Ahmisa is about harmlessness and about serving others. For Hindus being harmless means no violence, eating no meat and wearing no leather. Gandhi practised ahmisa in the liberation of India. ‘Sewa’ was a very important concept to Gandhi. Acts of sewa can be large or small but without expectation of anything in return. Sewa UK is a Hindu charity. In Hindu communities, sewa is seen as part of dharma (duty) and puts ahmisa into action. Sikhs also use the word ‘sewa’ to speak of their commitment to selfless service. Many Christians believe that God is like a loving father who always forgives and loves unconditionally. This is what ‘grace’ means. Christians believe God forgives them for everything. When Jesus was being crucified he said, “Father, forgive them, they don’t know what they are doing.” Jesus showed grace during Holy Week: he submitted to his arrest; he healed the ear of a soldier; he forgave Peter for denying him. Jesus washed his disciples’ feet to show he was serving them and not ruling them. Pope Francis washed the feet of migrants from different religions in 2016 to show he welcomed different religions. Jesus’ Last Supper was the night before he died. He knew he was going to die and left his disciples with a way of remembering him called the Eucharist which has lasted over 2000 years. Jesus came to be a servant and Christians believe they should follow his example. A generous person doesn’t make people do things for them. Jesus said, “If I, your Lord and Master, have washed your feet, then you also ought to wash each other’s’ feet.” Christians believe Jesus’ death and resurrection is an expression of God’s love. Saint Paul teaches Christians how to make sense of the sad stories of Holy Week, “You know the grace of our Lord Jesus. Although he was rich, he became poor for our sakes, so you could become rich through his poverty.”

Knowledge Organiser – SCIENCE: Year 6 – EVOLUTION and INHERITANCE

Key Vocabulary: Adaptation

The process of change so that an organism or species can become better suited to their environment.

Environment

The surroundings or conditions in which a

Example of evolution

person, animal, or plant lives. Evolution

The process by which different kinds of living organism are believed to have developed from earlier forms during the history of the earth.

Fossil

The remains or impression of a prehistoric plant or animal embedded in rock and preserved.

Inherit

Example of adaptation

To gain a quality or characteristic genetically from a parent or ancestor.

Offspring

A person’s child or children/ an animal’s young.

Selective

The process by which humans use animal

breeding

breeding and plant breeding to develop selective characteristics by choosing particular animals and plants.

Key Facts: 1 Living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. 2 Animals and plants are adapted to suit their environment in different ways and adaptation may lead to evolution. 3 Living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. 4 Charles Darwin is best known for his contribution to the theory of evolution.

Examples of fossils

Key Vocabulary

Light Photon Ray White light Opaque Transparent Translucent Periscope Spectrum

Wave Wavelength Shadow Reflection

Refraction

Pupil Iris Retina Lens Optic nerve

Knowledge Organiser for Year 6 Science- Light

Light is a form of energy made from photons. Light enables us to see things

The basic unit that makes up all light

The straight line in which light travels Visible light made up of the colours of the spectrum A material that cannot be seen through and light cannot pass through A material that can be seen through and allows light to pass through A material that allows some light through and cannot be seen through clearly An apparatus consisting of a tube attached to a set of mirrors or prism used to see things that are otherwise out of sight (e.g. submarines) The group of colours that a ray of light can be separated into including red, orange, yellow, green, blue, indigo, and violet: the colours that can be seen in a rainbow An electromagnetic wave by which light travels The distance between two peaks of a wave A dark area or shape produced by an opaque object coming between rays of light and a surface Throwing back of light by a surface. A mirror reflects an image the same as the original because, due to the smooth and shiny surface, the light rays bounce back in parallel lines The bending of light as it passes from one substance to another due to a change in wavelength The part of the eye where light enters. It can change size depending on how bright the light is A muscle that controls the size of the pupil to protect the eye or let more light in At the back of the eye. Cells called rods and cones help turn light rays into signals the brain understands Helps the brain to focus enabling an image to be seen clearly Takes signals from the rods and cones (in the retina) to the brain

Key numbers, dates and facts 186,000 The number of miles light travels per second (nothing travels faster than light!) 1668 The year Isaac Newton invented the reflecting telescope 1672 The year Isaac Newton discovered that white light is made up of many different colours 1879 The year Thomas Edison invented the light bulb 1905 The year Albert Einstein came up with the idea that light is made up of photons When light from the sun passes through raindrops, it bends by different amounts, splitting into different colours. Violet bends most so is on the inside of the rainbow. What is light and how does it behave? Light is a form of energy made up of photons, which allows us to see things. We can see things because light is reflected. Light travels very quickly, in waves and in straight lines. Light behaves differently depending on what it comes in to contact with. Opaque objects reflect all light and make clear dark shadows. Transparent objects allow light to pass through and so do not create much shadow. Translucent objects scatter light and can create faint shadows. Light normally travels in straight lines (rays) but when passing through transparent materials such as water and glass, light bends or turns- known as refraction. This is because different materials have different qualities and cause the wavelength of light to change. How do we see? We see through our eyes, which are organs that take in light and images and turn them into electrical impulses that our brain can understand. Light rays bounce off objects and into our eyes, allowing us to see. The amount of light reflected from an object depends on the surface and the colour of the object (smooth, shiny and light colour reflect light best). Light enters the eye through the pupil. The iris helps the pupil change size depending on how bright the light is. Light then hits the retina at the back of the eye. The retina turns light into signals the brain understands. Light sensitive cells called rods and cones help with this. The optic nerve takes signals from the rods and cones to the brain. The brain sends feedback signals to the lens telling it how to focus so we can see clearly. Light is made up of many different colours (white light), known as the spectrum. When light hits an object, some of the colours are absorbed by the object and some are reflected. This enables us to see objects in different colours. Light of different wavelengths looks like different colours to us. Who is Isaac Newton and what did he discover? In 1672 Isaac Newton became the first person to show that white light was made up of many different colours. He used glass prisms to separate white light into colours and combine them back into white light again. He conducted these experiments in his room at Cambridge University.

July 28 1914 st August 1 1914 rd August 3 1914 th August 4 1914 th December 24 1914 th May 7 1915 st

July 1 1916 th January 19 1917 th

April 6 1917 th November 11 1918 th June 28 1919 th January 30 1933 st September 1 1939 rd September 3 1939 th May 10 1940 th May 27 1940 th

July 10 1940 th September 7 1940 th December 7 1941 th December 8 1941 th May 16 1943 th June 6 1944 th May 7 1945 th May 8 1945 th August 6 1945 th August 9 1945 th August 14 1945

World War 1 & 2 Timeline Austria-Hungary declares war on Serbia. Germany declares war on Russia. Germany declares war on France. Germany invades Belgium. Britain declares war on Germany. An unofficial truce is declared between the two sides at Christmas. The Lusitania, a luxury British passenger ship, is sunk by a German submarine. 1,195 civilians were killed. The Battle of the Somme begins. Over 1 million soldiers will be wounded or killed. The British intercept the Zimmerman Telegram in which Germany tries to convince Mexico to join the war. This will result in the United States declaring war on Germany. The United States declare war on Germany. Germany agrees to an armistice and the fighting comes to an end at 11am on the 11th day of the 11th month. The Treaty of Versailles is signed by Germany. Adolf Hitler Becomes Chancellor of Germany . Germany invades Poland having already taken over Austria and Czechoslovakia. Britain declares war on Germany. Winston Churchill becomes the new British Prime Minister, replacing Neville Chamberlain. The evacuation of 340,000 soldiers of the British and French armies from the beaches of Dunkirk begins. Battle of Britain begins. The Blitz begins. Japan attack the USA naval base at Pearly Harbour, Hawaii The United States enters World War II The Dam Buster Raid Allied troops land on the Normandy beaches of France. This is known as D-Day. Germany surrenders Winston Churchill announces VE day – Victory in Europe. The first atomic bomb is dropped by the United States on Hiroshima. The United States drops a second atomic bomb, this time on Nagasaki. Japan surrenders

Key Vocabulary Air raid

An attack by planes dropping bombs

Blackout Blitz Civilians Evacuee Holocaust

Wartime ban on lights at night Short for ‘blitzkrieg’ meaning lightning war People not in the armed Somebody moved from danger to a safer place Mass murder of Jews and other people by the Nazis

Key Leaders of World War Two Neville Chamberlain Winston Churchill Joseph Stalin Charles de Gaulle F D Roosevelt Harry Truman

British Prime Minister British Prime Minister Russian Dictator French General American President American President

Liberate

To free from an enemyâ&#x20AC;&#x2122;s control

Occupied Rationing

Taken over by enemy forces Controlling the supply of food, clothes, petrol etc.

Adolf Hitler Emperor Hirohito Benito Mussolini

Leader of Nazi Germany Emperor of Japan Prime Minister of Italy

Science Topic 1: Keeping Healthy

Science Topic 1:

Light

Key Vocabulary to learn:

Circulatory system: the system that circulates blood around the body.

Light source: something which makes its own light.

Heart: a muscle that pumps blood around your body.

Light ray: the beams of light which comes from a light source.

Pulse rate: the number of times your heart beats Emit: produce/create. per minute. Image: the ‘picture’ of the world seen in a Blood vessel: the part of the circulatory system mirror or made by a lens. that transports blood throughout the human body. Reflection: when light bounces off a material. If the surface is flat and shiny, like a mirror, a Vein: a blood vessel going to the heart. clear image of the object can be seen. Artery: a blood vessel going away from the heart.

Mirror: any smooth, shiny surface which reflects light perfectly.

Oxygenated: rich in oxygen

Transparent: light is allowed to travel through perfectly.

Deoxygenated: without oxygen Pulmonary artery: a vein carrying oxygenated blood from the lungs to the left atrium of the heart. Pulmonary vein: the artery carrying blood from the heart to the lungs. Cava vena: a large vein carrying deoxygenated blood into the heart.

Translucent: semi-transparent – light can travel through but not detailed shapes. Opaque: light cannot pass through so it is not able to be seen through. Shadow: The dark area formed when an object blocks some of the light which is falling on it. LIGHT TRAVELS IN STRAIGHT LINES

Aorta: the main artery of the body, supplying oxygenated blood to the circulatory system.