History

In 'Stone Age Britain: what do archaeologists think they know about it?' pupils have learnt about how the archaeological record informs what we know about Stone Age Britain. In 'Bronze and Iron Age Britain: how did life change during this time?' pupils examine the archaeological record with a focus on the changes brought about by the Bronze and Iron Ages.

'Significant individuals who changed Britain: how did they fight for change?' strengthened pupils' knowledge of twentieth century British history by asking them to compare two individuals fighting for change. 'Stone Age Britain: what do archaeologists think they know about it?' contrasts this by transporting pupils to some of the earliest history of the British Isles, focusing on archaeology.

Stone Age Britain: what do archaeologists think they know about it?

In 'Bronze and Iron Age Britain: how did life change during this time?' pupils examine the archaeological record with a focus on the changes brought about by the Bronze and Iron Ages. In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils are introduced to their first Bronze Age civilisation in order to gain familiarity with this concept.

Bronze and Iron Age Britain: how did life change during this time?

In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils are introduced to their first Bronze Age civilisation in order to gain familiarity with this concept. In ‘Sumer and other early civilisations: what made them similar?’ pupils now encounter multiple early civilisations in overview in order to strengthen this concept and make connections.

In 'Bronze and Iron Age Britain: how did life change during this time?' pupils examined the archaeological record with a focus on the changes brought about by the Bronze and Iron Ages. In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils are introduced to their first Bronze Age civilisation in order to gain familiarity with this concept.

Ancient Egypt: what stayed the same across 3,000 years?

In ‘Sumer and other early civilisations: what made them similar?’ pupils encounter multiple early civilisations in overview in order to strengthen the concept of civilisation and to make connections between these. In ‘The earliest civilisations: the Indus and the Shang’ they are encouraged to develop their understanding of this concept even further. 

 In ’Ancient Egypt: what stayed the same across 3,000 years?’ pupils were introduced to their first Bronze Age civilisation in order to gain familiarity with this concept. In ‘Sumer and other early civilisations: what made them similar?’ pupils now encounter multiple early civilisations in overview in order to strengthen this concept and make connections.

Sumer and other early civilisations: what made them similar?

In ‘The earliest civilisations: the Indus and the Shang’ pupils were encouraged to develop their understanding of the concept of civilisation. In ‘Iron Age Britain: what have historians learnt about Iron Age Britain?’ pupils are now invited to contrast their strong understanding of early civilisations with Iron Age Britain.

In ‘Sumer and other early civilisations: what made them similar?’ pupils encountered multiple early civilisations in overview in order to strengthen the concept of civilisation and to make connections between these. In ‘The earliest civilisations: the Indus and the Shang’ they are encouraged to develop their understanding of this concept even further. 

The earliest civilisations: the Indus and the Shang 

In ‘Iron Age Britain: what have historians learnt about Iron Age Britain?’ pupils are invited to contrast their strong understanding of early civilisations with Iron Age Britain. In ‘Ancient Greek civilisation: what do we know about ancient Greece?’ pupils are able to apply their understanding of these places to Bronze Age Greece.

History

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