Unit outcomes
Pupils who are secure will be able to:
- Explain what explorers do
- Name equipment or transport an explorer would need.
- Sequence four photographs from different periods of time.
- Name important explorers (e.g. Christopher Columbus, Dame Ellen MacArthur, Matthew Henson and Mary Kingsley).
- Identify where they travelled and write a sentence about the achievements of one explorer.
- Select the most important events in a historical story.
- Sequence events on a timeline and use this to retell the story.
- Describe what they can see in a photograph.
- Make inferences about what a person in an image could be saying and ask questions to further their understanding.
- Recall information about past and presentation exploration.
- Understand events in relation to the present day and compare how exploration has changed over time.
- Describe how an explorer is significant and how they impacted events or people’s ideas.
- Present significant people using a coat of arms.
Suggested prior learning
How have toys changed?
Get startedLessons
Lesson 1: What is an explorer?
Lesson 2: Where have explorers travelled and when?
Lesson 3: Who was Christopher Columbus and what did he do?
Lesson 4: Who was Matthew Henson and what did he do?
Lesson 5: How has exploration changed?
Lesson 6: How can we remember them?
Key skills
- Using common words and
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Key knowledge
- To know that a
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Key vocabulary
achievement
beyond living memory
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Unit resources
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Assessment – History: How have explorers changed the world?
Assessment resources for this unit. Use
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Knowledge organiser
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Key vocabulary
Subject resources
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History: Long-term plans
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National curriculum mapping
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History: Pupil progression of skills
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Assessment
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Equipment list
A list of essential and optional
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Mappingㅤ
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Cross-curricular opportunities
Art and design
English: Spoken language
English: Writing
Geography: Human and physical geography
British values: Mutual respect