1 CONTENTS
Unit Sub units Learning outcomes Historical skills Links with OIP Student Book Workbook
Geography page no. page no.
Unit 1: My All about me! ● talk about history Skills and concepts that students Book 1, Unit 1: 4–17 4–17
history When I was a baby as a study of the will cover in this unit include: My school
past ● understanding of historical
My timeline
● describe how you terms
My family
have changed over ● chronological awareness
What can we learn time ● change over time
from a photo? ● describe how you ● investigating artefacts
Review have stayed the
● similarities and differences
same
● evidence and source work
● talk about how
you are similar to ● sorting and grouping
and different from
other people
Unit 2: What Let’s look outside ● compare old and Skills and concepts that students Book 1, Unit 2: 18–31 18–31
were houses In the kitchen modern houses will cover in this unit include: The local area
like long ● order household ● understanding of historical
Let’s look at lighting
ago? objects on a terms
In the bathroom
timeline ● chronological awareness
Washing day ● describe how ● ask and answer questions
Review houses have ● similarities and differences
changed over time
● evidence and source work
● sorting and grouping
Unit 3: Three Ibn Battuta ● describe the lives of Skills and concepts that students Book 1, Unit 3: 32–45 32–45
brave (1304–1368) three explorers will cover in this unit include: Going places
explorers Christopher Columbus ● compare three ● understanding of historical Book 2, Unit 1:
(1451–1506) different explorers terms The wider world;
Edmund Hillary ● talk about different ● chronological awareness Unit 4: How we
(1919–2008) ways we remember ● similarities and differences learn about the
the past world
Who was the bravest ● compare and contrast
explorer? ● significance
Remembering the ● evidence and source work
three explorers
Review
9
2 CONTENTS
Unit Sub units Learning outcomes Historical skills Links with OIP Student Book Workbook
Geography page no. Page no.
Unit 1: Favourite toys and games ● compare old and modern Skills and concepts that N/A 4–17 4–17
Toys and The first teddy bears toys and games students will cover in this unit
games ● describe how toys and include:
What were dolls made of?
over games have changed ● understanding of histori-
time Making toys move
● explain why toys and cal terms
Why have toy cars changed?
games have changed ● chronological awareness
Review ● put toys and games in ● similarities and
order on a timeline differences
● evidence and source work
(oral history)
Unit 2: Who was Queen Elizabeth I? ● talk about the reigns of Skills and concepts that N/A 18–31 18–31
Three Who was Queen Victoria? three English queens students will cover in this unit
English ● compare three different include:
Who was Queen
queens English queens ● chronological awareness
Elizabeth II?
What can we learn from a ● compare life at different ● ask and answer questions
portrait? times in the past ● similarities and
Different times differences
● compare and contrast
Review
● evidence and source
work (art)
● significance
Unit 3: Up in a balloon ● describe how air travel Skills and concepts that Book 1, Unit 3: 32–45 32–45
Air and Up in a plane developed over time students will cover in this unit Going places
space ● compare old and modern include: Book 2, Unit 4:
Airplanes today
travel airplanes ● understanding of histori- How we learn
The Space Age
● discuss important events cal terms about the world
Reaching the moon
in the history of air and ● chronological awareness
Review space travel ● similarities and
differences
● compare and contrast
● evidence and source work
● significance
31
3 CONTENTS
Unit Sub units Learning outcomes Historical skills Links with OIP Student Book Workbook
Geography page no. page no.
Unit 1: Life in the Stone Age ● discuss how people lived Skills and concepts that students Book 3, Map 4–17 4–17
From Food and shelter in long ago will cover in this unit include: of the world;
hunter- the Stone Age ● chronological understanding Unit 1: Life in a
● explore how people first
gatherers ● compare and contrast village;
Stone Age art and began farming
to village ● historically grounded Unit 3: The view
craft
people ● discuss similarities and understanding of abstract from my window
Farming changes differences between life
the world terms
in the past and life now ●
change over time
Living in one place ● explain how we use ● cause and consequence
Review evidence to find out ● similarities and differences
about Stone Age people ● significance
● evidence and source work
Unit 2: Technology in the ● talk about how people Skills and concepts that students Book 3, Map 18–31 18–31
The Metal Bronze Age lived in the Bronze Age will cover in this unit include: of the world;
Ages Towns, trade and and Iron Age ● chronological understanding Unit 1: Life in a
travel ● describe how people first ● compare and contrast village
Life and death in began making things ● cause and consequence
the Iron Age from metal ● similarities and differences
Iron Age settle- ● discuss similarities and ● significance
ments differences between life ● evidence and source work
in the past and life in the
Fighting tribes or
present day
traders?
● explain how we use
Review
evidence to find out
about people from
prehistoric times
Unit 3: Early civilisations ● describe some inventions Skills and concepts that students Book 3, Map of 32–45 32–45
Early Farming and food from early civilisations will cover in this unit include: the world
civilisa- ● talk about how people ● cause and consequence
City life in the early
tions lived in early civilisations ● compare and contrast
civilisations
● discuss similarities and ● similarities and differences
Writing and number
systems differences between life ● significance
in early civilisations ● evidence and source work
Trade and war
● describe some evidence
Review
that helps us know about
early civilisations
Unit 4: Writing and writing ● explore how different Skills and concepts that students Book 3, Unit 4: 46–59 46–59
A history tools forms of communication will cover in this unit include: Keeping in touch
of com- Printing have changed over time ● chronological understanding
munica- ● explain how different ● change and continuity
Staying in touch
tion forms of historical ● cause and consequence
Telecommunication
evidence are used ● similarities and differences
Mass communi- ● examine significant ● significance
cation
people and events ● evidence and source work
Review in the history of
communication
54 ● analyse and describe
important changes in
communication and their
effects
4 CONTENTS
Unit Sub units Learning outcomes Historical skills Links with OIP Student Book Workbook
Geography page no. page no.
Unit 1: Egypt and the pharaohs ● explain the importance Skills and concepts that students Book 3, Unit 1: 4–17 4–17
Ancient Farming and trade of the River Nile in will cover in this unit include: Life in a village
Egypt Ancient Egypt ● chronological understanding Book 4, Unit 2:
Everyday life in ● analyse the structure of ● historically grounded Village settlers
Ancient Egypt
Ancient Egyptian society understanding of abstract
Tombs and treasures Book 6, Unit 1:
● assess daily life and work terms Rivers
The Egyptian influence – in Ancient Egypt ● cause and consequence
evidence and inspiration ● identify types of ● similarities and differences
Review historical evidence for life ● significance
in Ancient Egypt ● evidence and source work
● consider the influence of
the Ancient Egyptians on
other civilisations
Unit 2: Who were the ● explore who the Ancient Skills and concepts that students Book 3, Unit 1: 18–31 18–31
Ancient Ancient Greeks? Greeks were will cover in this unit include: Life in a village
Greece Work and relaxation in ● analyse and describe ● chronological understanding Book 4, Unit 2:
Ancient Greece everyday life in Ancient ● historically grounded Village settlers
Greece understanding of abstract
Everyday life in Book 6, Unit 4:
● describe how the Greeks terms
Ancient Greece Cities
fought wars on land and ● compare and contrast
Soldiers and seafarers at sea ● similarities and differences
Trade, art and ideas ● consider the influence ● significance
Review of the Ancient Greeks on ● evidence and source work
other civilisations
Unit 3: The beginnings of ● explore who the Ancient Skills and concepts that students N/A 32–45 32–45
Ancient Ancient Rome Romans were will cover in this unit include:
Rome The Roman ● compare different ways ● chronological understanding
Empire begins in which Ancient Rome ● historically grounded
was ruled understanding of abstract
Ancient Roman towns ● explain why the Romans terms
and cities
were so successful at ● compare and contrast
Everyday life in the creating an empire ● similarities and differences
Roman Empire ● analyse and describe ● significance
Art and culture of everyday life in Ancient ● evidence and source work
Ancient Rome Rome
Review ● consider the influence of
Ancient Rome on other
civilisations
Unit 4: Games ● explore the terms Skills and concepts that students N/A 46–59 46–59
A history Sport ‘recreation’ and ‘leisure will cover in this unit include:
of leisure time’ ● chronological understanding
Have people always
and ● identify different forms ● historically grounded
gone on holiday?
recreation of recreation over time understanding of abstract
Storytelling as ● describe ways in which terms
entertainment recreation and leisure ● change and continuity
Educational recreation time have changed ● cause and consequence
Review ● compare and contrast ● similarities and differences
different forms of ● significance
recreation over time
90
5 CONTENTS
Unit Sub units Learning outcomes Historical skills Links with OIP Student Workbook
Geography Book page page no.
no.
Unit 1: Army and empire ● explore how and why the Skills and concepts that Book 5, Unit 4–19 4–19
Roman The Romans invade Romans invaded new students will cover in this unit 4: Coastal
invasion lands include: settlements
Roman settlers ● describe what life was ● historically grounded Book 5, Unit 2:
Life in the Roman army like in the Roman army understanding of abstract Transport
What was a Roman villa ● explain how the terms Book 6, Unit 4:
like? Romans built their forts ● reading for meaning
Cities
The end of the Roman and towns ● change over time
Empire ● describe what a Roman ● cause and consequence
Review house looked like ● similarities and differences
● evaluate reasons why the ● historical enquiry
Roman Empire declined ● evidence and source work
Unit 2: Who were the Anglo- ● explain who the Anglo- Skills and concepts that Book 3, Unit 1: 20–35 20–35
The Anglo- Saxons? Saxons were students will cover in this unit Life in a village
Saxons Who ruled the Anglo- ● explain who ruled the include: Book 4, Unit 2:
Saxons? Anglo-Saxons ● chronological understanding Village settlers
● describe what life was ● historically grounded
What was life like in an
like in an Anglo-Saxon understanding of abstract
Anglo-Saxon village?
village terms
What were the ● recall achievements that ● reading for meaning
achievements of the the Anglo-Saxons are ● cause and consequence
Anglo-Saxons? known for ● similarities and differences
Viking invasions ● outline how the Anglo- ● historical enquiry
Review Saxons and the Vikings ● evidence and source work
are linked ● Independent research
Unit 3: Who were the Maya? ● explain why the Maya Skills and concepts that Book 3, Unit 1: 36–51 36–51
The Maya What were Mayan cities settled in the jungle students will cover in this unit Life in a village
like? ● recall who ruled the Maya include: Book 3, Unit 3:
● explain what Mayan ● chronological The view from
Who ruled the Maya?
cities were like understanding my window
Mayan merchants ● examine what ● historically grounded
Book 6, Unit 4:
What achievements are achievements the Maya understanding of abstract Cities
the Maya known for? are known for terms
Review ● explore what happened ● reading for meaning
to the Maya ● cause and consequence
● similarities and differences
● historical enquiry
● evidence and source work
● independent research
● significance
Unit 4: On the road ● explain why the Skills and concepts that Book 4, Unit 1: 52–67 52–67
A history of Water transport invention of the wheel students will cover in this unit Improving the
transport was so important include: environment
Rail transport ● discover what methods ● chronological Book 5, Unit 2:
Up in the air of transport were understanding Transport
Transport in the future common before the ● change and continuity
Book 5, Unit 5:
Review wheel ● reading for meaning
124 ● explore how transport ● cause and consequence
Wind
and trade are linked ● similarities and differences
Book 6, Unit 1:
● explain the impact of ● historical enquiry
Rivers
technology on transport ● independent research
● examine how
developments in
transport have changed
people’s lives
6 CONTENTS
Unit Sub units Learning outcomes Historical skills Links Student Work book
with OIP Book page no.
Geography page no.
Unit 1: Who were the Vikings? ● explain who the Vikings Skills and concepts that students will Book 3, 4–19 4–19
The Vikings Who ruled the Vikings? were cover in this unit include: Unit 1: Life in
Farming and trade ● recall how, why and where ● chronological understanding a village
The Vikings at home the Vikings travelled ● historically grounded Book 4,
How did the Vikings get ● describe how the Vikings understanding of abstract terms Unit 2: Village
around? were ruled ● reading for meaning settlers
What achievements are ● recall what life was like in ● cause and consequence
the Vikings known for? a Viking village ● similarities and differences
Review ● describe the achievements ● independent research
that the Vikings are known ● evidence and source work
for ● interpret
Unit 2: The Before the Age of ● recall what the ‘Golden Skills and concepts that students will Book 6, 20–35 20–35
Age of Discovery and Age’ means cover in this unit include: Unit 4: Cities
Discovery Exploration ● explain how trade and ● chronological understanding
and Why was there an ideas spread before the ● historically grounded
Exploration Age of Discovery and Age of Discovery and understanding of abstract terms
Exploration? Exploration ● reading for meaning
Voyages of discovery and ● analyse why there was ● cause and consequence
exploration an Age of Discovery and ● similarities and differences
What was life like at sea? Exploration ● significance
What was the ● recall some of the key ● evidence and source work
Renaissance? voyages at this time ● independent research
Review ● describe what life was like
on a ship at this time
Unit 3: The Who were the Tudor ● explain what it was like to Skills and concepts that students will N/A 36–51 36–51
Tudors kings and queens? live in Tudor times cover in this unit include:
Who was who in Tudor ● describe what a Tudor ● historically grounded
society? town looked like understanding of abstract terms
Tudor towns ● recall why and where the ● reading for meaning
Fun and games in Tudor Tudors began to explore ● cause and consequence
times and trade ● similarities and differences
What were Tudor ● explain how England ● evidence and source work
schools like? changed in Tudor times ● independent research
What do Tudor portraits
tell us?
Review
Unit 4: The Ancient London ● explain who first settled in Skills and concepts that students will Book 6, 52–67 52–67
story of London in the London and why cover in this unit include: Unit 1: Rivers
London Middle Ages ● describe how and why ● chronological understanding
Book 6,
How did the Great Fire London grew so rapidly ● change and continuity Unit 4: Cities
change London? ● recall how plagues, fires ● reading for meaning
The largest city in and invasions had a major ● cause and consequence
the world impact on London ● similarities and differences
London at war ● explain the history behind
Review some of London’s most
famous buildings
● summarise how London 161
has changed and
continues to develop
