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Unit Overview
Unit Overview
Finding out about events and people beyond living memory, children focus on explorers and what makes them significant. They create a timeline and investigate which parts of the world were explored, before comparing exploration in the past with exploration today. Finally, they discuss ways in which these significant people could be remembered.
Unit Sequence: Learning Intentions
Unit Sequence: Learning Intentions
What is an explorer? - To know what an explorer is.
Where have explorers travelled and when? - To recognise the achievements of different explorers.
Who was Christopher Columbus and what did he do? - To record events on a timeline.
Who was Matthew Henson and what did he do? - To use photographs to find out about the past.
How has exploration changed? - To recognise changes and similarities (continuities) over time.
How can we remember them? - To describe the significance of some people and events within history.
❇ SUBSTANTIVE CONCEPTS
Achievements and follies of mankind
️ ❇ DISCIPLINARY CONCEPTS
Change and continuity
Similarities and differences
Historical significance
Sources of evidence
Historical interpretations
❇ HISTORICAL VOCABULARY
achievement
beyond living memory
coat of arms
determination
discovery
equipment
event
exploration
explorer
historical significance
living memory
North Pole
past
present
qualities
remember
resilience
solo
timeline
transport
voyage
yacht
❇ MEMORABLE MOMENT
Create maps and telescopes for role play
️✏️ WRITING OPPORTUNITIES
Add names and dates to an Explorers Timeline
🌳 LEARNING OUTSIDE THE CLASSROOM
Explore the grounds of school using the maps and telescopes
🏁 SHOW WHAT YOU KNOW
Using photograph sources to imagine and capture what an explorer's thougths might be after an exploring achievement.
📖 FOCUS TEXT(S)
Explorers: Discover Amazing People by Campbell Books
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