Treasure KS1
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TreasureThis is one of four units designed to be delivered at any, or all three of the stages of Primary school. Through exploration of the topic 'Treasure', children at EYFS can develop 'Building Blocks' of knowledge and understanding in key areas that will help equip them to make sense of the challenging history of transatlantic slavery later in their schooling. Explore the unit's 'Learning Objectives' to understand how this unit prepares children for approaching this history. The topic has been designed to also deliver key components of the EYFS curriculum.
Children are asked 'what is treasure?' by considering which objects of their own have value. This draws out discussion around what is meant by 'value', and how objects are valued for different reasons – for example because they are loved and have sentimental value, because they are useful and necessary for a task, because they have religious or spiritual meaning or because they are constructed out of commercially valuable materials. Children will go on to learn about which objects and commodities had value in the past, focusing of key historical periods from the National Curriculum (Tudors, Victorians, Ancient Civilisations) and how and why the value of these goods has changed since then. The role of museums is also explored in this unit – drawing out discussion on how museum objects are selected, interpreted and displayed and how objects from around the world came to be in British museums today.
The unit is structured around a learning cycle and offers teachers a topic that can be tailored according to the needs and interests of the class and teacher.
Teacher ApproachAdult led / supported - drawing out questions from the class such as:
Big Question: What can treasure tell us about people?
Big Question: What can treasure tell us about people?'Pupil voice':opportunity for learners to ask questions to direct the enquiry
Teacher approach:leading the class or dividing into groups to undertake suggested activities
Big Question: What can treasure tell us about people?'Pupil voice':opportunity for learners to ask questions to direct the enquiry.
Teacher approach:leading the class or dividing into groups to undertake suggested activities.
Big Question: What can treasure tell us about people?Suggested 'challenges' to answer the 'big question'Class compiles and displays an exhibition to answer the big question. They exhibit their own treasures, with labels explaining why they are treasures and what they can tell us about who they belong to. They exhibit representations of objects from museums that were treasures in other countries, with labels explaining why they are in British museums and what they tell us about the people from that country (to include examples from ancient Africa).
Learning ObjectivesMaking sense of the history and legacies of transatlantic slavery in Britain today requires first some knowledge and understanding of some key areas. These have been listed in the Building Blocks resource as ‘Learning Objectives’ under the headings
1. Africa, the Caribbean and North and South America (the African diaspora)2. Trade Links3. Human Rights4. Identity
When learning the history of Transatlantic slavery, children will learn how human beings were traded for commodities such as guns, cowrie shells, beads and manilas in order for these enslaved people to labour in the production of goods such as sugar and tobacco. In order to comprehend how this situation arose in Britain’s past, they must first appreciate how changing trade, global economy and domestic demand affected what was considered ‘valuable’ to the British market at this time, as well as which goods had high ‘value’ to African traders. The unit is designed to develop these building blocks of knowledge and understanding in children before they tackle the history of Transatlantic slavery.
Children who have completed the ‘Treasures’ unit at Key Stage 2 level will be able to discuss how goods have different values according to different perspectives, how the value of commodities has changed through history and why, and how museum ‘treasures’ can help us to understand the past. The unit also encourages children to consider how and why objects or ‘treasures’ of their own have special value and significance, and what it would mean to have such objects taken away or disrespected.
Beginning with simpler concepts at EYFS, then working through more sophisticated issues at Key Stage 1 and Key Stage 2, completion of this unit will allow children to better understanding Ancient African history, the concept of trade and how a person’s identity is represented – essential building blocks of knowledge and understanding to make sense of transatlantic slavery. All children will learn this history at Key Stage 3.
USI ‘Building Blocks’ Learning objectives:
By completion of this unit at Key Stage 2 children will:
1 Africa, the Caribbean and North and South America (and the African ‘Diaspora’).
1aKnow about the African continent pre-transatlantic slavery, including its contribution to ancient civilisation, the development of trade and how this historical development compared with that of other civilisations in Europe.
2 Trade Links
2aUnderstand the system of trade and how it works and be able to give historical and contemporary examples of trade on a local and international scale.
2b Know about the importance of trade to Britain and be able to give examples of goods that have been traded throughout history.
2c Know about ships and the importance of the sea in the movement of goods around the world for trade, past and present.
2d Be able to make judgements on the value of goods and what is fair and unfair relating to trade, give examples and communicate why they have made this conclusion.
2eBe able to identify some of the commodities that they consume that are produced in Africa, the Caribbean and North and South America and use their knowledge to debate the fairness of the systems of trade for these.
2fBe able to make links between the history of Britain, Africa, the Caribbean and North and South America to understand why inequalities exist between these countries in terms of trade.
4 Identity
4a Know that British society is shaped by a long history of various forms of migration from around the world and be able to give examples of how this has influenced our identity, and how Britain is viewed by other countries.
4c Be able to discuss their identity and have a sense of their place in the world. Curriculum Links
The following tables map the content of this unit across the primary curriculum subjects History, Citizenship and Geography at KS1 & 2. The third column highlights the knowledge and understanding in the same key areas that they will be required to have in these subjects at KS3. This allows teachers to see the progression of learning and how the unit 'builds' knowledge and understanding towards the Key Stage at which most children will learn the history of Transatlantic Slavery. Treasure: Building blocks learning objectives
1 Africa, the Caribbean and North and South America (and the African ‘Diaspora’).1a
2 Trade links2a, 2b, 2c, 2d, 2e, 2f 4 Identity4a, 4c
National Curriculum subject: HISTORY
Knowledge, skills and understandingKey Stage 1Chronological understanding: Knowledge and understanding of events, people and changes in the past: Historical interpretation: Historical enquiry: Organisation and communication: Key Stage 2Chronological understanding: Knowledge and understanding of events, people and changes in the past: Historical interpretation: Historical enquiry: Organisation and communication: Breadth of studyKey Stage 16a - Changes in their own lives and the way of life of their family or others around them. 6b - The way of life of people in the more distant past who lived in the local area or elsewhere in Britain. 6c – The lives of significant men, women and children drawn from history of Britain and the wider world. Key Stage 28b – the history of Britain in its wider world context 10 – Britain and the wider world in Tudor times 11 – Victorian Britain or Britain since 1930 13 – A world History study - Benin Building blocks to approach & content of History at KS3Key concepts:1.1 Chronological understanding 1.2 Cultural ethnic and religious diversity 1.3 Change and continuity 1.4 Cause and consequence 1.5 Significance 1.6 Interpretation Key processes:2.1 Historical enquiry 2.2 Using evidence 2.3 Communicating about the past Range and content:British History – f, the impact through time of the movement and settlement of diverse peoples to, from and within the British Isles. - g, the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time and the factors – such as technology, economic development, war, religion and culture, that have driven these changes. - h, the development of trade, colonisation, industrialisation and technology, the British Empire and its impact on different people in Britain and overseas, pre-colonial civilisations, the nature and effects of the slave trade, and resistance and decolonisation. European and world history – i. the impact of significant political, social, cultural, religious, technological and / or economic developments and events on past European and world societies.
National Curriculum subject: CITIZENSHIP / PSHE
Knowledge, skills and understandingKey Stage 1Developing confidence and responsibility and making the most of their abilities Preparing to play an active role as citizens Developing good relationships and respecting the difference between people Key Stage 2Developing confidence and responsibility and making the most of their abilities Preparing to play an active role as citizens Developing good relationships and respecting the difference between people Breadth of opportunitiesKey Stage 15a - take and share responsibility 5b – feel positive about themselves 5c – take part in discussion (for example European Commonwealth and global concern such as where our food comes from) 5d – make real choices 5e – meet and talk with people 5g – consider social and moral dilemmas they come across in everyday life Key Stage 25a – take responsibility 5b – feel positive about themselves 5c – participate 5d – make real choices and decisions 5e – meet and talk with people 5g – consider social and moral dilemmas that they come across in life 5h – find information and advice Building blocks to approach & content of Citizenship & PSHE at KS3Key concepts:1.1 Democracy and justice 1.3 Identities and diversity: living together in the UK Key processes:2.1 Critical thinking and enquiry 2.3 Taking informed and responsible action Range and content:e – actions that individuals, groups and organisations can take to influence h – how economic decisions are made i – the changing nature of UK society, including the diversity of ideas, belief, cultures, identities, traditions, perspectives and values that are shared j – migration to, from and within the UK and reasons for this k – the UK’s relations with the EU, Europe, the Commonwealth, the UN and the world as a global economy National Curriculum subject: GEOGRAPHY
Knowledge, skills and understandingKey Stage 1Geographical enquiry and skills Knowledge and understanding of places Key Stage 2Geographical enquiry and skills Knowledge and understanding of places Breadth of studyKey Stage 1N/A Key Stage 27 a - study at a range of scales – local, regional, national 7 b – study a range of places and environments in different parts of the world Building blocks to approach & content of Citizenship & PSHE at KS3Key concepts:1.1 Place 1.2 Space 1.3 Scale 1.4 Interdependence 1.7 Cultural understanding and diversity Key processes:2.1 Geographical enquiry 2.3 Graphicacy and visual literacy 2.4 Geographical communication Range and content:a – a variety of scales from personal, local, regional, national, international and continental to global b – a range of investigations, focusing on places, themes or issues c – the location of places and environments d – key aspects of the UK – current issues and its place in the world today Books & Resources
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Treasure Unit