Year5/6 Historybased unit Medicine Through Time 4 or 5 weeks

Overview of unit: Children will develop a broad understanding of chronology and time periods from Prehistory  Modern history through the study of the theme ‘Medicine’. They will learn about medical thought, belief, practises and significant people and developments in each key period. For example, the Greek belief in the ‘four humors’ and key discoveries such as vaccination and penicillin. The main aim is that by the end of the unit children will be able to put key historic periods in order and realise that these do not just apply to ‘medicine’ but to other areas of historical study, as well as name and describe key developments in medical history.

History skills

Milestone 3/4 / Milestone 5/6 / Milestone 7+
•Use more than one source of evidence for historicalenquiry in order to gain a more accurateunderstanding of history.
•Suggest suitable sources of evidence for historicalenquiries.
•Place events on atime line using dates.
•Understand the concept of change over time,representing this, along with evidence, on a timeline.
•Use dates and terms to describe events.
•Describe the social, ethnic, cultural or religiousdiversity of past society.
•Use appropriate historical vocabulary tocommunicate, including:
•dates
•time period
•era
•change
•chronology. / •Describe the main changes in a period of history(using terms such as: social, religious, political,technological and cultural).
•Understand the concepts of continuity andchange over time, representing them, along withevidence, on a time line.
•Use dates and terms accurately in describingevents.
•Understand that no single source of evidencegives the full answer to questions about the past.
•Use sources of evidence to deduce informationabout the past.
•Use appropriate historical vocabulary tocommunicate:
  • dates
  • time period
  • era
  • chronology
  • continuity
  • change
  • century
  • decade
  • legacy.
•Give a broad overview of life in Britain fromancient until medieval timesuntil the Tudor and Stuarts times and beyond.
•Compare some of the times studied with thoseof the other areas of interest around the world. (music, art)
•• Describe the social, ethnic, cultural or religiousdiversity of past societies / • Sift evidence and selectappropriate sources.
• Understand the need to usea range of information froma wide variety of sources.
• Evaluate the reliability ofsources.
• Create and test hypotheses,using evidence to makeclaims.
• Understand the changeswithin and between timeperiods.
• Understand how somechanges take centurieswhilst others are morerapid and give exampleswith evidence.

Music skillsuse charanga freestyle to identify appropriate units and resources ‘Great composers’ units in KS2 to match the period being covered that week.

Milestone 3/4 / Milestone 5/6 / Milestone 7+
• Use the terms: duration, timbre, pitch, beat,tempo, texture and use of silence to describemusic.
• Evaluate music using musical vocabulary toidentify areas of likes and dislikes.
• Understand layers of sounds and discuss theireffect on mood and feelings. / • Choose from a wide range of musical vocabularyto accurately describe and appraise musicincluding:
• pitch
• dynamics
• tempo
• timbre
• texture
• lyrics and melody
• sense of occasion
• expressive
• solo
• rounds
• harmonies
• accompaniments
• drones
• cyclic patterns
• combination ofmusical elements
• cultural context. / • Listen with increasingdiscrimination to a wide rangeof music from greatcomposers.
• Develop a deepunderstanding of the musicthat they perform and listento, and its history.
• Understand musicalstructures, styles, genresand traditions and identifythe expressive use of musicalelements.
• Appreciate and understand awide range of musicalcontexts and styles to informjudgments.

Art skills

Milestone 3/4 / Milestone 5/6 / Milestone 7+
•Use different hardnesses of pencils to showline, tone and texture.
•Annotate sketches to explain and elaborateideas.
•Sketch lightly (no need to use a rubber tocorrect mistakes).
•Use shading to show light and shadow.
•Use hatching and cross hatching to show toneand texture.
•• Describe the work of notable artists,
artisans and designers.
• Use some of the ideas of artists studied to
create pieces. / • Use a variety of techniques to addinteresting effects (e.g. reflections, shadows,direction of sunlight).
• Use a choice of techniques to depictmovement, perspective, shadows andreflection.
• Choose a style of drawing suitable for thework (e.g. realistic or impressionistic).
• Use lines to represent movement.
Focus on anatomical drawing – Da Vinci – children produce detailed drawings of body parts ie. hand, eyes in style
• Give details (including own sketches) about
the style of some notable artists, artisans
and designers.
• Show how the work of those studied was
influential in both society and to other
artists.
• Create original pieces that show a range of
influences and styles. / • Develop ideas and increase proficiencyin their execution.
• Develop a critical understanding ofartists, architects and designers,expressing reasoned judgments thatcan inform work.