Nile was important to the Ancient Egyptians). Communication Construct informed responses that involve thoughtful selection and organisation of relevant historical information. When doing this they should use specialist terms like Ancient Britain, settlement, and vocabulary linked to chronology. Produce structured work that makes some connections, draws some contrasts, frame historically-valid questions involving thoughtful selection and organisation of relevant historical information (e.g. comparing the Pyramids of Ancient Egypt with Stonehenge). Construct informed responses that involve thoughtful selection and organisation of relevant historical information. When doing this they should use specialist terms, e.g. Bills of mortality, plague pits and vocabulary linked to chronology. Produce structured work that makes some connections, draws some contrasts, frame historically-valid questions involving thoughtful selection and organisation of relevant historical information using appropriate dates and terms. Construct informed responses that involve thoughtful selection and organisation of relevant historical information. When doing this they should use specialist terms (e.g. ancient, pyramid and pharaoh) and vocabulary linked to chronology. Produce structured work that makes some connections; draws some contrasts; frames historically-valid questions involving thoughtful selection and organisation of relevant historical information using appropriate dates and terms. Enquiry, Interpretation and Using Sources Understand some of the methods of historical enquiry, and how evidence is used to make detailed observations, finding answers to questions about the past (such as about life in Ancient Britain). Use some sources to start devising historically valid questions about change and significance (such as the development of farming and of settlement). Understand some of the methods of historical enquiry, (such as maps), and how these can be used to make historical claims Understand some of the methods of historical enquiry, and how evidence is used sources to make detailed observations, finding answers to questions about the past. Use some sources to start devising historically valid questions about change, cause and significance e.g. of the Great Plague. Understand some of the methods of historical enquiry, how evidence is used to make historical claims. Understand some of the methods of historical enquiry, and how evidence is used to make detailed observations, finding answers to questions about the past. Use some sources to start devising historically valid questions about change, cause, similarity and difference, and significance (e.g. the lifestyles and beliefs of the Ancient Egyptians). Understand some of the methods of historical enquiry, how evidence is used to make historical claims.
(such as about the transportation of the Bluestones). Use sources as a basis for research from which they will begin to use information as evidence to test simple hypotheses. Use sources as a basis for research from which they will begin to use information as evidence to test hypotheses e.g. whether the uniform of a plague doctor would work as protection from the disease. Identify some of the different ways in which the past can be represented, and that different versions of the past such as an event may exist (artist’s pictures, museum displays, written sources). Use sources as a basis for research from which they will begin to use information as evidence to test hypotheses (e.g. about the lives of the Ancient Egyptians). Identify some of the different ways in which the past can be represented, and that different versions of the past such as an event may exist (artist’s pictures, tomb paintings, written sources). Possible Trips/Visitors Link with Atkinson Liverpool World Museum Atkinson loan box Year 3/4 Cycle 2 Topic 1 Topic 2 Topic 3 The Anglo Saxons (A Kingdom United) Local History (Liverpool) (No Place Like Home) The Romans (What the Romans Did for Us) Chronology Sequence events through the use of appropriate terms relating to the passing of time and identify where these events fit into a chronological framework during the Anglo-Saxon period. In an in depth study of the Anglo-Saxon period, use appropriate vocabulary when describing the passing of time and historical concepts. Show their increasing knowledge and understanding of the past by: making some links between and across periods, such as the differences between clothes, food, buildings or transport. identifying where some periods studied fit into a chronological framework by noting connections, trends and contrasts over time by placing selected maps into chronological order. Show their increasing knowledge and understanding of the past by: Making some links between and across periods, such as the similarities and differences between clothes, food, buildings or transport (e.g. between Roman Britain and other periods they have studied). Identifying where some periods studied fit into a chronological framework by