Chapter library

Chapter 1: Where the first civilizations began: rivers and cities

• Can name four of the first civilizations and the rivers they grew up beside

Years 3–6 history

Chapter 2: When the first civilizations began: a BC timeline

• Can put the first civilizations in time order using BC dates

Years 3–6 history

Chapter 3: The River Nile: floods, farming and life

• Can explain how the River Nile and its yearly flood helped the Egyptians farm and live

Years 3–6 history

Chapter 4: Pharaohs: the rulers of Ancient Egypt

• Can describe who the pharaohs were, what they did, and name some famous ones

Years 3–6 history

Chapter 5: Pyramids: why and how they were built

• Can explain that pyramids were tombs for pharaohs and how workers built them

Years 3–6 history

Chapter 6: Mummies: why and how Egyptians made them

• Can explain why Egyptians made mummies and put the steps for making one in order

Years 3–6 history

Chapter 7: Hieroglyphs: reading Egyptian picture writing

• Can explain how hieroglyphs work and read simple words written in them

Years 3–6 history

Chapter 1: Where and when: Ancient Greece, city-states and BC dates

• Can find Ancient Greece on a map, explain that it was made up of city-states, and put Greek events in order on a BC timeline

Years 3–6 history

Chapter 2: Greek daily life: homes, food, the agora, Athens and Sparta

• Can describe Greek homes, food, the agora and school, and say how life in Athens and Sparta was different

Years 3–6 history

Chapter 3: The first Olympic Games at Olympia

• Can explain when and where the first Olympic Games were held, who took part, the main events and the prize

Years 3–6 history

Chapter 4: Democracy in Athens: the Assembly, voting and ostracism

• Can explain what democracy means, who could vote in Athens, how they voted, and how it compares with voting in the UK today

Years 3–6 history

Chapter 5: Greek ideas: gods, myths, theatre and great thinkers

• Can name some Greek gods and what they ruled, describe comedy and tragedy plays, and match thinkers like Socrates, Archimedes and Hippocrates to their ideas

Years 3–6 history

Chapter 6: Greek influence on the western world today

• Can give examples of Greek influence today, such as columns on buildings, Greek words, the Olympics, theatre, medicine and democracy

Years 3–6 history

Chapter 1: Where the first civilisations appeared: life by great rivers

• Can say where the first civilisations appeared and why they grew up beside great rivers

Years 3–6 history

Chapter 2: When the first civilisations appeared: a BC timeline to the Shang

• Can put the first civilisations in time order using BC dates

Years 3–6 history

Chapter 3: Shang bronze: how it was made and used

• Can explain how the Shang made bronze, cast it in clay moulds and what they used it for

Years 3–6 history

Chapter 4: Oracle bones: how the Shang asked their ancestors

• Can explain how oracle bones were used to ask questions, and why they matter so much to historians

Years 3–6 history

Chapter 5: Daily life in the Shang Dynasty: kings, farmers and Fu Hao

• Can describe how daily life was different for kings, nobles, craftworkers, farmers and slaves

Years 3–6 history

Chapter 1: Meet two significant queens: Elizabeth I and Queen Victoria

• Can say who Elizabeth I and Queen Victoria were and tell the two queens apart

Years 1–2 history

Chapter 2: Long ago: putting the queens on a timeline

• Can put Elizabeth I, Queen Victoria and today in the right order on a timeline

Years 1–2 history

Chapter 3: The life of Elizabeth I and what she is remembered for

• Can say what Elizabeth I is remembered for, such as explorers sailing the world, beating the Spanish Armada and plays by Shakespeare

Years 1–2 history

Chapter 4: The life of Queen Victoria and what she is remembered for

• Can say what Queen Victoria is remembered for, such as the first stamp, steam trains and the Great Exhibition

Years 1–2 history

Chapter 5: Comparing the queens: same and different

• Can find ways the two queens were the same and ways they were different

Years 1–2 history Years 1–2 history

Chapter 6: Life long ago: Tudor times and Victorian times compared

• Can compare homes, light, travel, school and toys in Tudor and Victorian times, and say what changed and what stayed the same

Years 1–2 history Years 1–2 history

Chapter 1: The city of Rome: how it began and grew

• Can tell the legend of how Rome began and describe how it grew into a great city with famous buildings

Years 3–6 history

Chapter 2: Roman emperors: who ruled the empire

• Can explain what Roman emperors did and name famous emperors such as Augustus, Claudius and Hadrian

Years 3–6 history

Chapter 3: The Roman army: legions, soldiers and power

• Can explain why the Roman army was so powerful and how it helped the empire grow by AD 42

Years 3–6 history

Chapter 4: How the empire grew: the Roman Empire by AD 42

• Can explain why the Roman army was so powerful and how it helped the empire grow by AD 42

Years 3–6 history

Chapter 5: Julius Caesar's attempted invasion of Britain: 55–54 BC

• Can explain Julius Caesar's attempts to invade Britain in 55–54 BC and Claudius's conquest in AD 43

Years 3–6 history

Chapter 6: Claudius's invasion and conquest of Britain: AD 43

• Can explain Julius Caesar's attempts to invade Britain in 55–54 BC and Claudius's conquest in AD 43

Years 3–6 history

Chapter 7: British resistance: Boudica's revolt

• Can explain why Boudica rebelled against the Romans, what happened and how it ended

Years 3–6 history

Chapter 8: Hadrian's Wall: guarding the edge of the empire

• Can explain why Hadrian's Wall was built and what was found along it

Years 3–6 history

Chapter 9: Romanisation of Britain: Caerwent, technology and culture

• Can describe how Roman towns like Caerwent, technology and culture changed life in Britain

Years 3–6 history

Chapter 10: Roman beliefs and early Christianity in Britain

• Can describe Roman gods and how Christianity came to Roman Britain

Years 3–6 history

Chapter 1: Timeline: putting the Stone, Bronze and Iron Ages in order

• Can put the Stone Age, Bronze Age and Iron Age in order on a timeline and read BC dates

Years 3–6 history

Chapter 2: Hunter-gatherers: hunting, fishing and gathering in the Stone Age

• Can describe how Stone Age hunter-gatherers found food, made tools and moved with the seasons

Years 3–6 history Years 3–6 history

Chapter 3: The first farmers: Skara Brae and New Stone Age villages

• Can explain how farming let people settle down in villages, like Skara Brae

Years 3–6 history Years 3–6 history

Chapter 4: Bronze Age: metalwork, Stonehenge and travel

• Can describe how Bronze Age people made bronze, travelled far to trade, and used Stonehenge

Years 3–6 history

Chapter 5: Iron Age hill forts: tribes, farming, art and culture

• Can describe Iron Age hill forts, tribes, farming and art

Years 3–6 history

Chapter 6: Changes from the Stone Age to the Iron Age: the whole story

• Can explain how tools, food and homes changed from the Stone Age to the Iron Age
• Can put the Stone Age, Bronze Age and Iron Age in order on a timeline and read BC dates

Years 3–6 history Years 3–6 history

Chapter 1: The Great Fire of London: an event from long ago (1666)

• Can say the Great Fire of London happened in 1666, long before anyone alive today was born

Years 1–2 history

Chapter 2: How the Great Fire started and spread: telling the story in order

• Can explain that the fire started in a bakery on Pudding Lane and spread because of wind, wooden houses and a dry summer, and can tell the story in order

Years 1–2 history Years 1–2 history

Chapter 3: Fighting the fire: firefighting in 1666 and today

• Can describe how people fought the fire in 1666 with buckets, squirts, hooks and firebreaks, and how that is different from today

Years 1–2 history Years 1–2 history

Chapter 4: How we know: Samuel Pepys's diary and other sources

• Can name ways we find out about the Great Fire, like Samuel Pepys's diary, paintings, maps and objects, and use them to answer questions

Years 1–2 history Years 1–2 history

Chapter 5: How London changed after the Great Fire

• Can explain how London was rebuilt after the fire with brick and stone houses, wider streets, a new St Paul's Cathedral and the Monument

Years 1–2 history

Chapter 1: Beyond living memory: when was 1605?

• Can explain that the Gunpowder Plot happened in 1605, long before anyone alive today was born, and can spot things from long ago

Years 1–2 history

Chapter 2: The Gunpowder Plot: who, what, where and when

• Can say who, what, where and when for the Gunpowder Plot: King James and the plotters, a plan to blow up Parliament, from a cellar underneath it, on 5 November 1605

Years 1–2 history Years 1–2 history

Chapter 3: The story in order: the secret letter and Guy Fawkes caught

• Can explain how a secret letter stopped the plot and how Guy Fawkes was caught, and put the main events of the story in order

Years 1–2 history

Chapter 4: Asking and answering questions with sources

• Can ask questions using who, what, where, when and why, and use clues from the past, like objects, pictures and letters, to answer them

Years 1–2 history

Chapter 5: Why we remember: Bonfire Night on 5 November

• Can explain that Bonfire Night on 5 November remembers the king being kept safe in 1605, and is still remembered every year

Years 1–2 history

Chapter 1: When were the Victorians? Queen Victoria's reign on the timeline after 1066

• Can place Queen Victoria's reign (1837 to 1901) on a timeline after 1066, work out years between dates and name the century

Years 3–6 history Years 3–6 history

Chapter 2: Childhood in Victorian Britain: contrasts between rich and poor children

• Can compare the lives of rich and poor Victorian children and spot what they had in common

Years 3–6 history Years 3–6 history

Chapter 3: Children at work: mills, mines, chimney sweeps and the laws that changed them

• Can describe jobs Victorian children did in mills, mines and chimneys, and the laws that changed them

Years 3–6 history Years 3–6 history

Chapter 4: Victorian schools: slates, the three Rs and the Education Acts of 1870, 1880 and 1891

• Can describe a Victorian classroom and how the Education Acts of 1870, 1880 and 1891 changed who went to school

Years 3–6 history Years 3–6 history

Chapter 5: New Victorian inventions: railways as a turning point, the Penny Black, the telephone and the light bulb

• Can put Victorian inventions such as railways, the Penny Black, the telephone and the light bulb in order and explain what each changed

Years 3–6 history Years 3–6 history

Chapter 6: Change over time: trends, contrasts, connections and continuity from 1837 to 1901

• Can use the words trend, contrast, connection and continuity to describe change in Victorian Britain

Years 3–6 history Years 3–6 history

Chapter 1: The Second World War on the timeline: 1939 to 1945

• Can place the Second World War (1939 to 1945) on a timeline after 1066, the Victorians and the First World War, and say why it started

Years 3–6 history

Chapter 2: Evacuees: why children left the cities

• Can explain why children were evacuated from cities, where they went and what it felt like

Years 3–6 history

Chapter 3: Rationing: why and how food was shared out

• Can explain why food was rationed and how ration books shared it out fairly

Years 3–6 history

Chapter 4: The Battle of Britain: the RAF and a turning point

• Can explain how the RAF won the Battle of Britain in 1940, and why it was a turning point

Years 3–6 history

Chapter 5: The Blitz: bombing, blackouts and air raid shelters

• Can describe what the Blitz was and how people kept safe with blackouts and air raid shelters

Years 3–6 history

Chapter 6: How the war changed Britain: a turning point

• Can describe how the war changed life in Britain, and explain why it was a turning point in British history

Years 3–6 history

Chapter 1: Charles Darwin's voyage on HMS Beagle

• Can describe where Charles Darwin's voyage on HMS Beagle went and the clues he collected about living things

Year 6 science Year 6 science

Chapter 2: Fossils: clues that living things have changed over time

• Can use fossil evidence to describe how living things have changed over millions of years, such as horses and whales, and explain what extinct means
• Can explain, step by step, how a living thing from millions of years ago can slowly become a fossil in rock
• Can use fossils as clues to work out what lived long ago, how old it is and how it lived, and say what palaeontologists like Mary Anning do

Year 6 science

Chapter 3: Offspring: like their parents, but not identical

• Can explain that offspring are the same kind as their parents but normally vary and are not identical to them

Year 6 science

Chapter 4: Adaptation: how animals and plants suit their environment

• Can explain how living things that are better adapted survive and pass on their features, so that over many generations adaptation may lead to evolution, as Darwin and Wallace explained
• Can identify how animals and plants are adapted to suit their environment in different ways, through body features and behaviour, and explain how each adaptation helps

Year 6 science

Chapter 5: How adaptation may lead to evolution

• Can explain how living things that are better adapted survive and pass on their features, so that over many generations adaptation may lead to evolution, as Darwin and Wallace explained
• Can identify how animals and plants are adapted to suit their environment in different ways, through body features and behaviour, and explain how each adaptation helps

Year 6 science Year 6 science Year 6 science

Chapter 1: What is a fossil?

• Can explain what a fossil is and spot things that are not fossils

Chapter 2: How fossils form

• Can explain, step by step, how a living thing gets trapped in rock and turns into a fossil

Chapter 3: Kinds of fossils

• Can sort body fossils from trace fossils, and say what a mould and a cast are

Chapter 4: Fossil detective

• Can use fossils as clues about what lived long ago and what places were like

Chapter 5: Mary Anning's discoveries

• Can tell the story of Mary Anning and why her fossil finds mattered