Isambard Kingdom Brunel was a famous engineer who lived in Victorian times. He was a very good engineer and he won a competition to build a bridge over the River Avon. This bridge became the Clifton Suspension bridge. This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past. Lesson 1: How do we find out about a famous person? Lesson 2: The story of Isambard Kingdom Brunel. Lesson 3: Recording the life of a famous person.

Invaders and settlers The purpose of this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain. Children should learn: • to use the terms ‘invade’ and ‘settle’; • to place the Anglo-Saxon period in a chronological framework. Class objective: • to discover the difference between invaders and settlers. Learning Outcomes Children should be able to: • use a dictionary to find the meanings of the words ‘invade’ and ‘settle’; • sort words or phrases correctly under the headings ‘invade’ and ‘settle’; • locate the Anglo-Saxon period on a time line; • discuss ideas associated with invasion and settlement. Includes Lesson Plan and Activity Sheets See full unit available on TES

8 Activities for Years 1 or 2 linked to the study of 1950’s Britain. Activity 1: My Kitchen Today Activity 2: Understanding a 1950’s Kitchen Activity 3: Let’s Go Food Shopping in the 1950’s Activity 4: Favourite Food now and then Activity 5: New Toy, Old Toy (Sort the cards into the box 2 sheet activity). Activity 6: Draw your home Activity 7: Understanding the Names of Different Homes All worksheets can be done as homework or for home learning. Taken from the KS1 History Resources File (available to purchase on our website). Leave a review

This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Florence Nightingale? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past. Lesson 1: How do we find out about a famous person? Lesson 2: The story of Queen Elizabeth I. Lesson 3: Recording the life of a famous person: Why do we remember Queen Elizabeth I? Leave a review

Who were the Celts? Learning objectives Learning outcomes The purpose of this lesson is: for the children to develop a clear understanding of who the Celtic people were. Children should learn: • to select and record information about Celtic ways of life; • about aspects of life in Celtic Britain, using a variety of sources. Class objective: • to find out about the Celts Children should be able to: • select relevant information from a number of sources; • record relevant information about the Celtic way of life Includes Lessons Plan and resources for activities

Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war. It provides an example of creative and effective crosscurricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas. There are 6 units. This is unit 6- Other units are available. Lesson 1: World War I fashions – Military wear Lesson 2: World War I fashions – Civilian wear Lesson 3:Design innovation Lesson 4: Amazing vehicles Lesson 5: Political art Lesson 6: Political art – Propaganda posters Lesson 7: Political art – Three-dimensional morale boosters Leave a review

Ancient Greek theatre. The purpose of this lesson is: to investigate the ancient Greek theatre. Children should learn: • to deduce information about an aspect of the Greek way of life from pictures of buildings and texts; • to combine information from several sources; • about the role of the theatre in the way of life of the Greeks; • to structure work in the form of a play. Class objective: • to investigate ancient Greek theatre and what happened there. Children should be able to: • recognize the main features of a Greek theatre; • understand the religious connections between theatre and religious festivals; • find out the sorts of plays the Greeks liked and who wrote them; • contribute to the preparation and performance of a play that demonstrates the key features of Greek drama. Includes full lesson plans and activities

The purpose of this lesson is: to develop a clear understanding of where the Vikings came from and where they settled. Children should learn: • about the Viking homelands; • the places that the Vikings visited; • where the Vikings settled when they came to Britain. Class objective: • to find out where the Vikings came from and where they settled Children should be able to: • locate the Viking homelands on a map; • locate countries in the world that the Vikings visited; • identify Viking settlements on a modern map. Includes Lesson Plan and Activity Sheets Would you like the full unit? Purchase on TES or on our website

The purpose of this lesson is: to discover why the landscape was crucial in the life of the ancient Egyptians Children should learn: • to make deductions about life in the past from pictures of the landscape; • how much of the life of Egypt depended on the Nile. Class objective: • to discover the importance of the River Nile in ancient Egypt. Children should be able to: • extract information about the landscape from pictures; • provide answers that show the relationship between the geography of Egypt and the way of life in the past Includes Lesson Plan and Activity sheets where required

The purpose of this lesson is:to research and present information on the similarities and differences between Athens and Sparta. Children should learn: • what is meant by ‘democracy’ (government by leaders elected by the people); • some of the ideas of people living in Athens and Sparta. Class objective: • to find out about the similarities and differences between Athens and Sparta. Learning objectives Learning outcomes Children should be able to: • know that Athens and Sparta were city states and governed themselves; • distinguish between the beliefs of the Athenians and Spartans and know some reasons why they held those beliefs Includes full lesson and activity sheets

The purpose of this lesson is: to consider a map of ancient Greece and to investigate city states and the way they were governed. Children should learn: • about the geography of ancient Greece; • that ancient Greece consisted of city states; • that different city states were governed in different ways. Class objective: • to discover how ancient Greece was organized. Children should be able to: • recognize that ancient Greece was organized into city states; • know that Athens and Sparta were city states; • understand that there are different models of government. Includes Lesson Plans and Sheets for activities

This is a short unit that supports your local history teaching. It introduces the children to the idea of using the built environment as a historical source, introduces the concepts of old and new, and encourages them to think about the changes in their local area over time. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: experience of recalling stories about the past; sequenced events on a time line; used everyday words relating to the passing of time; used pictures to find out about the past Includes lesson plans and all worksheets Lesson 1: Castles today Lesson 2: Lord John’s Castle Lesson 3: Let’s explore our local castle Leave a review

Get all the lessons and plans from our full unit, available in our TES shop This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Florence Nightingale? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past. Leave a review

Lesson plan and Lesson Activity Sheets Where did they come from and where did they go? The purpose of this lesson is: to develop a clear understanding of where the Anglo-Saxons came from and where they settled. Learning Objectives Children should learn: • about the Anglo-Saxon homelands; • where the Anglo-Saxons settled when they came. Class objective: • to find out about where the Anglo-Saxons came from and where they settled. Learning Outcomes Children should be able to: • locate the Anglo-Saxon homelands on a map; • identify Anglo-Saxon settlements on a modern map. Full Unit available on TES or on our website

What can we find out about ancient Egypt from what has survived? In this unit children find out about the way of life of people living in ancient Egypt from archaeological discoveries. Children will develop their understanding of characteristic features of a society; identify the different ways the past is represented and use sources of information to make simple observations, inferences and deductions. Includes: Introduction Medium-Term Plan Preparatory information Websites on ancient Egypt Lesson 1 Ancient Egypt – what do we know? Lesson 2 Egyptian artefact Lesson 3 The gift of the Nile Lesson 4 Looking at ancient Egyptian artefacts Lesson 5 Life in ancient Egypt Lesson 6 Writing and numbers Lesson 7 Ancient Egyptian beliefs about life after death Lesson 8 Creating an Egyptian burial chamber Lesson 9 Egyptian visit Lesson 10 Ancient Egyptian display Picture Prompt sheets Please see our free lesson of this resource

12 Lesson Unit Including all lessons and lesson activities. In this unit, children are introduced to the idea that people from other societies have been coming to Britain for a long time. Children find out how Viking influence spread through different parts of the world and how, over a period of years, the Vikings eventually settled in Britain. Children will develop their understanding of chronology, describe and identify reasons for and results of historical events, situation and changes. As well as consider different ways in which the past can be interpreted. Includes: Contents Introduction Medium-Term Plan Preparatory information Lesson 1 On the move Lesson 2 Invaders and settlers Lesson 3 Where did they come from and where did they go? Lesson 4 Longships Lesson 5 When did the Vikings arrive? Lesson 6 The riches of the monasteries Lesson 7 Illuminated letters and runes Lesson 8 Viking artefacts Lesson 9 Everyday Viking life Lesson 10 Viking visit Lesson 11 King Alfred and the Danelaw Lesson 12 Presenting the everyday life of Vikings in Britain Picture Prompt Sheets

Full Unit of work In this unit, children are introuduced to the idea that people from other societies have been coming to settle in Britain for a long time. They consider the effects of the invasion and settlement of the Romans on Britain. There is emphasis on historical enquiry, using artefacts and Roman sites and interpretations of his This unit Includes: Introduction Medium-Term Plan Preparatory information Timeline Lesson 1 On the move The purpose of this lesson is: to consider why people move away from where they were born. Lesson 2 Invaders and settlers The purpose of this lesson is: to establish that the Romans invaded and settled in Britain Lesson 3 Who were the Celts? The purpose of this lesson is: for the children to develop a clear understanding of who the Celtic people were. Lesson 4 The Romans The purpose of this lesson is: to investigate who the Romans were, and why they came to Britain. Lesson 5 The Roman Army in Britain The purpose of this lesson is: to find out about the Roman Army and how it involved in the occupation of Britain Lesson 6 Roman battle formations The purpose of this lesson is: to familiarize children with Roman Army drill. Lesson 7 Who was Boudicca? The purpose of this lesson is: to establish who Boudicca was and why she was important. Lesson 8 The revolt of the Iceni The purpose of this lesson is:to learn what happened in AD 60 and about the short- and long-term results of Boudicca’s revolt. Lesson 9 Life in a Roman home The purpose of this lesson is: to investigate Roman domestic life Lesson 10 Life in Roman Britain The purpose of this lesson is: to further investigate life in Roman Britain. Lesson 11 Visit to a Roman site The purpose of this lesson is: to visit a Roman site Lesson 12 Roman festival The purpose of this lesson is: to consolidate the learning in this unit.

In this unit, children are introduced to the idea that people from other societies have been coming to settle in Britain for a long time. Children find out about what was discovered at Sutton Hoo. By investigating the finds, children learn about the work of archaeologists and about the culture and way of life of Anglo-Saxons who settled in Britain. Lesson 1 On the move The purpose of this lesson is to consider why people move away from where they were born. Lesson 2 Invaders and settlers The purpose of this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain. Lesson 3 Where did they come from and where did they go? The purpose of this lesson is: to develop a clear understanding of where the Anglo-Saxons came from and where they settled. Lesson 4 Archaeology The purpose of this lesson is: to develop an understanding of archaeology and archaeological evidence. Lesson 5 Sutton Hoo The purpose of this lesson is:to find out how the ship burial at Sutton Hoo was discovered and what sort of objects were found. Lesson 6 The Sutton Hoo treasure The purpose of this lesson is: look in detail at some of the Sutton Hoo finds. Lesson 7 Sutton Hoo drama The purpose of this lesson is: to consolidate learning about the Sutton Hoo ship burial. Lesson 8 Everyday Anglo-Saxon life The purpose of this lesson is: to research and record information about the everyday life of Anglo-Saxons. Lesson 9 Presenting everyday Anglo-Saxon life The purpose of this lesson is: for children to present the information they have researched about the everyday life of Anglo-Saxons. Lesson 10 Anglo-Saxon writing The purpose of this lesson is: to investigate different types of writing in Anglo-Saxon times. Lesson 11 Riddles and stories The purpose of this lesson is:to look at the Anglo-Saxon oral tradition with reference to Anglo-Saxon riddles and the Beowulf story. Lesson 12 Visit to an Anglo-Saxon site The purpose of this lesson is: to visit a location that will provide evidence of Anglo-Saxon life.*

Taken from our UKS2 WW1 Resources File. This is Unit 5. There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included. Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war. Lesson 1:A guide to Leper Lesson 2:The impact of the landscape Lesson 3: Belgium then and now Lesson 4: The creation of new countries Lesson 5:Here and there Lesson 6: Can you find your way around Leper? Lesson 7:National pride Leave a review

Taken from Learning Outside the Classroom, Keystage Two 5 detailed Lesson plans varying in length: This project covered several areas of history and also had a strong focus on design and technology. In the project, an archaeologist gave the children different questions to investigate and answer, by travelling back in time using their own ‘time machines’. The historical times and places that they travelled to were: Iron Age Britain, Roman Britain, Viking Britain, ancient Egypt and ancient Greece. The sessions varied in length – some were single sessions, some were whole mornings or afternoons, and the fi nal session took place over a whole day. Leave a review