The Time Tunnel

The Time Tunnel
Chronology and timelines
greatlearning.com/ipc
The Time Tunnel
Contents
Contents 2
Basic Information 4
Learning Goals 5
Assessment for Learning 8
The Entry Point 11
Knowledge Harvest 12
The Big Idea 13
Explaining The Theme 13
The Big Picture 14
History Learning Goals 16
History Task 1 17
History Task 2 20
History Task 3 23
History Task 4 26
History Task 5 29
History Task 6 32
History Extension Task 35
Geography Learning Goals 37
Geography Task 1 38
Geography Task 2 41
Geography Extension Task 44
Art Learning Goals 46
Art Task 1 47
Art Task 2 49
Art Extension Task 51
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International Learning Goals 52
International Task 53
International Extension Task 55
The Exit Point 56
Resources 57
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Basic Information
This section details the time allocation for this unit of work, links to other subjects and Assessment for
Learning opportunities.
Timings
This unit of work is intended to last about 5 ½ weeks.
The following suggested timings are approximate guides and are dependent on each school's individual
context.
No of Hours No of Weeks
Entry Point, Knowledge Harvest, Explain the Theme 6 ¾
History 16 2
Geography 8 1
Art 4 ½
International 2 ¼
Exit Point 6 1
Links to other IPC subjects

ICT & Computing learning goals are included in the subject learning. Links to ICT & Computing, art,
society and technology are provided at the end of tasks where appropriate.
Language Arts links
Suggestions of how to include links to Language Arts are provided where appropriate at the end of tasks.
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Learning Goals
Art Learning Goals
Children will:
3.01 Know that the study of art is concerned with visual and tactile expression and communication
3.02 Know how artists, craftspeople and designers from a variety of traditions - including those of
their home country and the host country - use materials, forms and techniques to express their
emotions, observations and experiences
3.03 Be able to use a wide variety of materials, forms and techniques to express their emotions,
observations and experiences
3.04 Be able to communicate through visual and tactile forms
3.06 Be able to make judgements about works of art, showing understanding, appreciation, respect
and enjoyment as appropriate
3.07 Be able to consider works of art in terms of meaning, design, materials, technique, place and
time
Geography Learning Goals

Children will:
3.01 Know that the study of geography is concerned with places and environments in the world
around them
3.02 Know about the main physical and human features and environmental issues in particular
localities
3.04 Know how the features of particular localities influence the nature of human activities within
them
3.11 Know how people affect the environment
3.12 Be able to enquire into geographical factors and their effects on people’-s lives
3.13 Be able to use a variety of sources to gather geographical information
3.14 Be able to collect and record evidence to answer geographical questions
3.15 Be able to identify geographical patterns and to use their knowledge and understanding to
explain them
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3.18 Be able to use appropriate techniques to gather information
3.19 Be able to make plans and maps in a variety of scales using symbols and keys
3.20 Be able to use and interpret globes and maps in a variety of scales
3.21 Be able to use maps in a variety of scales to locate the position and geographical features of the
host country and town, their home country and town, other countries and towns in which they and
their peers have lived
3.22 Be able to explain how physical and human processes lead to similarities and differences
between places
3.23 Be able to explain how places are linked through movement of goods and people
3.24 Be able to communicate their knowledge and understanding of geography in a variety of ways
3.27 Understand how the geographical features of the host country affect the lives of the people
who live there
History Learning Goals

Children will:
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
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3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
3.19 Be able to communicate their knowledge and understanding of history in a variety of ways,
making appropriate use of dates and historical terms
International Learning Goals

Children will:
3.03 Know about ways in which the lives of people in the countries they have studied affect each
other
3.04 Know about similarities and differences between the lives of people in different countries
3.05 Be able to explain how the lives of people in one country or group are affected by the
activities of other countries or groups
3.06 Be able to identify ways in which people work together for mutual benefit
3.07 Understand that there is value both in the similarities and the differences between different
countries
ICT & Computing Opportunities

The table below shows you where you can cover the following ICT & Computing Learning Goals.
Task Goals
Art Task 1 3.3, 3.4
Art Task 2 3.2, 3.6, 3.7, 3.8
Geography Extension Task 3.3, 3.4
Geography Task 1 3.2, 3.6, 3.7, 3.8, 3.13
Geography Task 2 3.3, 3.4
History Task 2 3.2, 3.6, 3.7, 3.8, 3.13
History Task 5 3.3, 3.4
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Assessment for Learning
Are your children busy, or are they busy learning? This is the question that we need to be able to answer
throughout each IPC unit – what improvements are being made to children’s learning as a result of
studying this theme?
There are three areas of learning to reflect on, and three types of learning to assess.
The Three Areas of Learning: Academic, Personal and International

The three areas include academic, personal and international learning. To reflect on these, you will need
access to the IPC Learning Goals for each subject (including International) and the IPC Personal Goals – a
list of these can be found in Appendix A of the IPC Implementation File. You can also find a full list of IPC
Learning Goals in the Assess section of the Members’ Lounge.
The Three Types of Learning: Knowledge, Skills and Understanding

The three types of learning include knowledge, skills and understanding. We believe that differentiating
between knowledge, skills and understanding is crucial to the development of children’s learning. We
also believe that knowledge, skills and understanding have their own distinct characteristics that impact
on how each is planned for, learned, taught, assessed and reported on. The implications of these
differences are therefore far-reaching and deserve proper consideration.
Knowledge refers to factual information. Knowledge is relatively straightforward to teach and assess
(through quizzes, tests, multiple choice, etc.), even if it is not always that easy to recall. You can ask your
children to research the knowledge they have to learn but you could also tell them the knowledge they
need to know. Knowledge is continually changing and expanding – this is a challenge for schools that
have to choose what knowledge children should know and learn in a restricted period of time.
The IPC does not provide examples of knowledge assessment (tests or exams) as the knowledge content of the
curriculum can be adapted to any national curricula requirements.
Skills refer to things children are able to do. Skills have to be learned practically and need time to be
practiced. The good news about skills is the more your practice, the better you get at them! Skills are also
transferable and tend to be more stable than knowledge – this is true for almost all school subjects.
The IPC supports skills tracking and assessment through the IPC Assessment for Learning Programme. This
programme includes Teachers’ Rubrics, Children’s Rubrics and Learning Advice.
Understanding refers to the development or ‘grasping’ of conceptual ideas, the ‘lightbulb’ moment that
we all strive for. Understanding is always developing.
The IPC units can’t assess understanding for you, but they do allow you to provide a whole range of different
experiences through which children’s understandings can deepen.
(Please note: as well as the IPC Assessment for Learning Programme, we also offer an online Assessment
Tracking Tool, developed in partnership with Classroom Monitor. Please email members@greatlearning.com
for more information on how to sign up to this tool.)
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Planning for Assessment
Once you have planned for the different IPC Learning Goals for each subject it is important to plan for
assessment opportunities within each unit of work. Assessment needs to be balanced but rigorous to
ensure that the children have learned what we planned for them to learn. The diagram below illustrates
the processes you may want to use to ensure this happens.
Helping Children Reflect on Their Own Learning

In addition to teacher assessment, it is also vital to include children in reflecting on their learning and
setting next steps for improvement. Ask the children to carry out self-assessments throughout each unit
(using the Children’s Rubrics to assess skills, and other methods chosen by the school for knowledge and
understanding).
They could use the following headings to list/make notes on their newly acquired knowledge, skills and
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understanding – ‘new things I now know’, ‘new things that I can do’ and ‘new things I am beginning to
understand’.
Ask the children to evaluate different aspects of their learning – what did they do well, what could
improve next time and how, what did they find the most/least interesting? How did they prefer to learn –
as an individual/in pairs/small groups/large groups/as a whole class? What was their preferred method of
researching and recording - writing/talking/making, etc.? This evaluation aspect will also support the
development of the IPC Personal Goals.
Further Information
For more information on assessment, and knowledge, skills and understanding, please refer to:
The IPC Implementation File
The Assessment for Learning Implementation File
The IPC Self-Review Process
Or contact the Membership Support team at members@greatlearning.com
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The Entry Point
Ask the children to talk about their experiences of theme parks. What types of rides and attractions did
they go on? Have the children ever been to a museum where there were rides or attractions that helped
them to discover things about the past? Share some examples of these.
Tell the children that, for their entry point, they are going to become designers for a new attraction at a
history museum. The owner of the museum wants the children to create a ride called ‘The Time Tunnel’,
which will take the visitors on a trip through the ‘history of the world’. The ride must be:
Suitable for families
Educational
Feature different periods of history
Divide the class into groups and provide each group with access to books, computers with internet access
and art/modelling materials. Each group is responsible for producing a design for their ‘Time Tunnel’
attraction. They can then present their design ideas to the head of the museum at the end of the session.
Begin by prompting the children to think about the periods of history that they know about and can use
as part of their ride. What locations, scenery, people and other props will they use to represent these
periods of history? How will the tourists know that they are entering a different time period? Perhaps
there will be a narrator or tour guide – or the music might change style to represent each period.
Once the children have established their time periods, they can draw up their ideas on sheets of paper or
create simple card models of their ride, showing how the scenery and props will be placed.
The purpose of this task is primarily for the children to use their imaginations and enjoy the challenge.
However, it also provides valuable evidence of what the children already know about history, their
understanding of historical ‘time periods’ and how these might be sequenced. It also shows you which
iconic locations, people and events the children associate with these periods. This knowledge can then
be built on and explored further in the knowledge harvest and throughout this unit.
At the end of your entry point, have each group present their ideas to the rest of the class. If you wish,
you could make this more memorable by inviting a curator from a local museum to visit the class and help
judge the ride designs. This also offers opportunity for the children to find out more about the museum
and how it organises/presents its artefacts to visitors.
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Knowledge Harvest
Recap the ‘time tunnel’ ideas from the entry point. Discuss how the different groups decided to order
their time periods. Discuss what ‘chronological’ order means (arranging events in their order of
occurrence). How does chronology and ordering events help us to understand the past? Ask children to
share their views.
Divide the class into groups, mixing up the children so that they are not working with the same members
from the entry point.
Ask the children to make a list of the main historical times, events, cultures and civilisations that they
have already learnt about or know about. Children will want to refer back to their ‘time tunnel’ ideas, but
also encourage them to expand on those ideas with historical periods that they might have come across
in books or other media, such as films and television. Prompt them to think about museums they might
have visited or tourist sites in the local area.
Once the children have created their lists (these could be very long or very short depending on their
experiences!), ask them to cut these up into strips and rearrange their items into chronological order,
starting with the most recent and working backwards. Look at how the children order their strips (some
groups might work horizontally, others vertically).
Then ask the groups to work together to add their events to a larger class timeline, sticking their ideas
into place once they have agreed on the correct sequence. Discuss any differences of opinion. (Don’t
worry if some of these are wrong, the children can update and amend this timeline as they work through
this unit.)
Talk about the idea of a ‘timeline’. Have the children ever created or used a timeline in their previous
history work? Prompt the children to think about why timelines are useful. What do the children think
they will be learning from timelines, over the course of this unit? Capture some of their ideas to revisit
during the course of this unit.
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The Big Idea
Chronology involves putting things in the right order. This is very important when studying history
because it helps us to see ‘the big picture’ – to understand the reasons why things have happened and
how the present is influenced by the past.
Explaining The Theme

In History, we’ll be finding out:
How historical time can be recorded and measured
How we can sort, sequence and order the past
How we can interpret events to explore the attitudes of people in the past
What happened at different times in different cultures
In Geography, we’ll be finding out:
About the history of a location in the host country
How the movements of people affect the physical and human features of a location
How we can use maps to find out about the history of a location
In Art, we’ll be finding out:
How artists from different periods have used art to record history
How we can use art to record a historical event
In International, we’ll be finding out:
What we can learn from the past
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The Big Picture
A sense of order
Young children often struggle to develop a clear understanding of chronology, even if a topic or subject
is taught in a chronological order. It is only through specific activities, where children are actively
encouraged to look at chronology and develop their understanding of how events affect and influence
each other, that they can begin to see the ‘big picture’ – to see that history is not a sequence of ‘static’
isolated events, but that they are all part of a larger whole.
By using timelines, children are seeing the complete ‘jigsaw’ of history rather than focusing on the
individual pieces. Timeline activities allow children to develop their chronological knowledge and
understanding and to put their learning into a context, which makes greater historical sense.
This is no easy task at this age, as children may have wildly differing knowledge and experience of
different historical periods. The purpose of this unit is to give children opportunities to work with others
to gain a greater overview of history, to place what they know in the context of other historical periods,
and to work together towards achieving the skills and confidence to become analytic thinkers and
historical detectives.
In the history tasks, children move from timelines of their own lives, to working on those that show the
key figures, events and inventions from different historical time periods. They also have opportunity to
use a ‘living graph’ to focus more intimately on one figure from history, to see how events within their
lifetime can have a powerful impact on different groups of people – and to understand that history is not
only about events – it is also about society and changing attitudes.
In geography, the children focus on a region or location in their local area/host country. The emphasis
here is on the clues in our physical landscape that hint at the past. From this starting point, the children
work backwards through time, ‘expanding their view’ to take in all the historical and geographical factors
that have influenced this region. They are creating a ‘timeline’ that provides a story of their chosen
region, which explains why their area is the way it is today.
The art and international tasks provide additional activities to help the children to support and
consolidate their learning – culminating in the exit point, where children get to demonstrate their
learning by creating a giant timeline exhibition for their school.
Measuring time
To be able to place events accurately in the past, the children will need to understand how time is
measured. Some children can find this confusing, particularly when dealing with dates that are B.C.E. The
activities in this unit will help the children to practise and use a number of different measures – in both
research and recording.
Terms the children will need to use and understand include:
A decade – ten years
A generation – 17 to 35 years approx.
Century – a hundred years
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Millennium - a thousand years
Circa – means ‘about’ in Latin and is represented by a ‘c’
Ancient – ‘ancient history’ usually refers to the period from the earliest known civilisations to roughly
the end of the western Roman empire (late 5th century)
A.D – stands for Anno Domini (meaning ‘in the year of the Lord’ in Latin) and refers to the years
numbered from the supposed year of the birth of Jesus Christ.
B.C – stands for ‘Before Christ’ and is used to measure the years numbered back from the supposed
year of the birth of Jesus Christ.
C.E and B.C.E – means Common Era and Before Common Era. The Common Era begins with the
supposed year of the birth of Jesus Christ.
In South-East Asia, the era (an extended period of time, the years of which are numbered from a fixed
point) starts from the death of Buddha (Gautama Siddhartha) around 483 B.C.
The Islamic era dates from A.D. 622, the date of Muhammad the Prophet’s emigration from Mecca. A.H. -
refers to the Islamic ‘Anno Hegira’ and measures time from an event in the life of Muhammad.
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History Learning Goals
Children will:
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History Task 1
Learning Goals
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Research activity
Prior to the session, tell the children that they will be creating a timeline to show the key
moments and events from their own lives. Children can bringin photographs and artefacts, if
they wish, to help illustrate their timeline. They may also want to talk through key events
with their parents, such as their first word, when they got their first milk tooth, a first
holiday, and soon.
You will also be creating a timeline for yourself. Prepare some key events/ moments on
cards, each with a year date for the children to sequence. (It isup to you if you want to be
honest about your age!)
On the day, assemble in the school hall (where you will have plenty of space). Start by
recapping what a timeline is. Make a line using rope or tape to create your ‘timeline’.
Explain that this is going to be your timeline. Work together with the children to sequence
your events on your timeline. As part of this task, prompt the children to consider:
What date will go on the far right (the ‘end’) of the timeline?
What date will go at the start?
What order should the events be shown on the timeline?
How will we space these events? Should the timeline have a scale?
Which are happy events? Which are sad events?
For the latter, children could hold up the cards, with children remaining standing for happy
events and kneeling or crouching for sad events. By doing this, you create a physical ‘living
graph’ to show the highs and lows of your life.
Talk about some of the events that have happened in your life (such as moving to a different
school or location). How did that event affect those that come after it? If you had made a
different decision, would some of those events have been different? Help the children to
understand that events/decisions in the past can influence those that occur later and in
the present.
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Recording activity
Ask the children to create their own timelines using cards/sheets of paper for labels and
sequencing these in order. Children may wish to incorporate their artefacts and photographs
onto their timeline. If you wish, children could work in pairs on their timelines, arranging
each above the other. They can then compare and contrast events that happen on the
different timelines.
Take a tour of the children’s timelines as a whole class. Talk about the different events that
appear on the timelines and the sequence of dates. Is it possible to trace all the key events
that led them to be here, in this school, on this very day? If one of those events was
removed or changed, how might this affect later events?
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
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History Task 2
Learning Goals
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Research activity
Tell the children that they are going to be compiling their own family trees. Children may
have come across a family tree before. Look at some examples of historical family trees,
such as those of a royal family. Like a timeline, a family tree is a visual representation of
history, helping people to record different generations, births and deaths, marriages, and so
on.
With the help of parents, ask the children to research their family tree. This is best done as a
home-learning task over the course of several evenings. Children should be able to record
siblings, parents, grandparents, aunts, cousins and nephews, and so on. Some may be able to
go further back to research great grandparents, etc. For each, the children should find
outimportant dates relating to their lives.
(Note: if you have children in the class who are in care or are unable tocreate a family tree,
suggest that they choose someone who is important to them - carer, foster parent, etc - and
work together to produce that person’s family tree. The adult can share information – such
as photographs and other artefacts – to help bring some of the people and memories to
life.)
Ask the children to bring the information that they have researched into class. If possible,
ask them to bring in a photograph of each family member (which can be used for the
recording task). Ensure that all photographs are handled carefully and are well looked after.
These, in themselves, can offer many varied talking points – comparing black and white
with modern colour photographs, clothing, hairstyles and so on.
Recording activity
Children can create an interactive family tree using presentation software, such as
PowerPoint. The tree itself can be placed on the first slide, with each name providing a link
to a separate slide. Children can then record information about each family member on their
own slide, such as birth (and death) dates, notable events/achievements, a photograph, and
so on. Each slide can then have a ‘back button’ returning the viewer to the family tree.
Alternatively, children could create their family tree on large sheets of paper, photocopying
their photographs to illustrate each family member.
Ask children to share their family trees. How far back in time can they trace their family’s
history?
End the session by asking the children to transfer their information onto a timeline. They
will need to decide how they will represent this – i.e. what divisions it will need, colour
coding for different family member’s events, etc.
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Personal Goals
Adaptability
Communication
Enquiry
Thoughtfulness
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History Task 3
Learning Goals
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Research activity
Tell the children that there are many different terms used to help us measure time. Ask
them to work with a partner to note down all the measures of time or phrases relating to
time that they can think of. What is the shortest measure of time that they know? What is
the longest? Discuss the children’s ideas as a whole class. These might include: day, week,
month, year, decade, century, millennium, B.C.E, C.E, and so on. The children may also be
able to suggest some belonging to other cultures.
Take the word ‘century’ – a hundred years. Ask the children to write down what they think
life was like exactly one hundred years ago from today.
Help the children to visualise a ‘century’ using family generations. Using either your own
family tree or one of the children’s timelines from the previous task, start in the present day
with yourself (or the child). Then work back to the birth of a parent and then a grandparent,
by asking children to represent these by standing in a line. Continue with generations until
you reach 100 years. Typically, this might be reached in just three generations. Use a visual
marker to show a 100 years. Then add another family member approx. every 30 years (these
could be imagined if no family data exists). Work back another hundred years. You are now
at 200 years ago. How many generations of a family might this include?
Children often think of a hundred or more years as a vast span of time. Indeed, many
changes can occur in these time periods but once children see this measure of time in
terms of generations of a family, they start to see that this period is not as vast as it first
seems.
Have some key inventions and world events on cards and add these to the timeline you
have created. Children will now see these in the context of family generations. How have
people’s lives and experiences differed from generation to generation? Do some events still
seem as distant as they once were? To date, the oldest living person is 116-year-old is Misao
Okawa. Misao was born on 5 March, 1898. Add this fact to your timeline. Consider all the
changes that have happened in Misao’s lifetime.
Recording activity
Children can research and add important world events and inventions to their own timelines
from the previous task. They should be able to use their timeline to talk about the key
events and changes that occurred in their parents, grandparents and great grandparent’s
lifetimes.
What might have happened to previous generations of the family? Children can imagine (if
they don’t have the data) great great grandparents, and so on. When might they have been
born? What would life have been like for those generations?
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Personal Goals
Adaptability
Communication
Enquiry
Thoughtfulness
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History Task 4
Learning Goals
Research activity
Prior to the lesson, choose a historical personality that the children might be familiar with –
or who may be associated with a period of history that they have already studied.
Historical characters might include: Julius Caesar, Emperor Qin Shi Huang, Henry VIII,
Napoleon Bonaparte, Mary Queen of Scots and Mumtaz Mahal.
The following website might be useful for background information:
bbc.co.uk/history/historic_figures
The BBC history website has a useful A-Z section on historical figures,with a biography of each.
Create about eight to ten statement cards with dates that describe key things that the
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historical personality did during their lifetime. These might include achievements,
inventions, laws that they passed, wars they were responsible for or were a part of, rivalry
and intrigue, marriages, and so on.
Explain to the children that they will be creating a special type of timeline, called a ‘living
graph’.
To begin, ask the children to look at their cards. They will need to create anx-axis for their
graph that includes a span of dates relevant to the period that they are studying. They
should then place their cards on the x axis, in the correct sequence that they occurred. (If
you wish, children could try and work out the sequence themselves, before revealing the
dates for the events.)
Children should then draw a positive and a negative y-axis (see below) – with the x-axis
becoming the central dividing line.
Using their graphs, the children can chart the reputations (public support) of their historical
character, by placing events on their positive or negative scales. Events that are ‘in between’
or are only slightly negative/positive can be placed on or near to the x-axis. Visit each group
in turn to help with their discussion of ideas.
More confident children can be prompted to think about how some events/decisions would
affect groups of people differently. They could record one graph to show how one group
might view the rule/reign of their character – and then another that looks at those same
events from a different perspective (for example, the church, the poor, an opposing ruler,
and so on).
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Recording activity
Ask the groups to share their living graphs, explaining their reasoning for the placement of
their statements. Talk through any differences of opinionand the reasons why. Do they think
their historical personality had, overall, a positive or a negative impact on history? What
opinion did they have at the start of the session? Has this changed by looking at the facts?
For those groups that explored different viewpoints, discuss how the living graph helped
them to explore these viewpoints. Discuss why history can be interpreted in different ways
– depending on the viewpoint of those who are recording the history.
Language Arts link: Ask the children to imagine that they are their historical personality or
someone who was affected by one or more of their decisions. They should record their
feelings in a letter to a friend, discussing how they feel. Prompt the children to think about
what was happening at the time. Who was in support/opposed to the historical personality
and why? Would the person in question have cared what other people think?
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Morality
Thoughtfulness
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History Task 5
Learning Goals
Research activity
Working in pairs or small groups, assign a time period/civilisation to each group. This could
be one that is relevant to the host country or the children’s home countries. Depending on
time and the confidence of the children, you might want to select eras that they are already
familiar with through previous work, or an entirely new period for them to studyand
research. Try and choose periods that overlap or link up, so that the
children’s work can be joined to form a single class timeline.
Civilisations could include: the Aztecs, Babylonians, Chinese (such as the Tang Dynasty),
Ancient Egyptians, Greeks, Indus Valley Civilisation, Islamic Golden Age and the Romans. The
following IPC history units are a good source of background information and resources: in
Milepost 2, Scavengers and Settlers and Temples, Tombs and Treasures, and in Milepost 3,
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AD900 and The Great, the Bold and the Brave.
As part of their research, the children should consider the following:
Key rulers
Wars and conflict
Inventions and new discoveries
Expansion (new buildings, settlements, colonies)
Explain to the children that they will be assembling a timeline for their civilisation,
therefore they should think about the key dates and facts that they think would give a good
overview of the historical ‘highs’ and ‘lows’ of their civilisation. Provide access to books,
posters, DVDs and bookmarked websites for the children to conduct their research. If groups
need assistance, you could provide a list of historical personalities, events and inventions to
help them structure their research.
Some useful websites include:
resources.woodlands-junior.kent.sch.uk/homework/history.html
The Woodlands Junior School website is an award-winning resource, providing excellent
information on a number of historical periods.
camelotintl.com/world/index.html
Camelot International website features a ‘history of the world’ section. Click on a continent to
access a timeline of their history. (Note: this site does feature advertising.)
hyperhistory.com/online_n2/History_n2/a.html
HyperHistory is an excellent resource for this unit. It provides access to timelines relating to
people, history and events – as well as maps showing early civilisations and invasions.
fsmitha.com/t-index.html
An extensive timeline of world history. Use the ‘subject index’ links tohelp the children find
relevant information. (Note: this site does feature advertising.)
timeforkids.com/TFK
Time for Kids is an excellent site that features timelines of different countries. Select and then
click on ‘Around the World’ to access themenu of countries.
30
The Time Tunnel
Recording activity
Provide sheets of paper that the children can join up to create their timeline. They will need
to decide what divisions and measures of time theywill need to use, once they have
assembled their facts and data, and howthis will be displayed. Suggest using a colour code
(across all the groups’ work) to make it easier to see patterns (one colour for inventions,
one colour for rulers, another for wars and battles, and so on).
Children then use a combination of captions and images to create their timeline. Once
created, the whole class can work together to put their timelines together, observing how
the different civilisations link up and/ or cross over. Ask each group to present their own
part of the timeline, discussing the key events that they have chosen and their significance
to their civilisation and/or history as a whole.
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Resilience
Thoughtfulness
31
The Time Tunnel
History Task 6
Learning Goals
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Research activity
In this task, the children will be looking at inventions and how different cultures and
civilisations throughout time approached and sought to solve the same problems. It will also
help them to understand that inventions build on each other – each new invention seeks to
offer something new or better than the last. Children will be tracing these
developments throughout history.
Assign a different ‘invention’ for each group to research. These might link back to the
timeline work that the children did in the previous task or cover a different era. Some ideas
might include:
Land transport
Air travel
Writing
Communication/sending messages
Medicine/surgery
Books and printing
Photography
Television
Computers
Provide access to books, DVDs and book-marked websites for the children to perform their
research. If groups need support, you could provide some key inventions or dates to focus
their research.
33
The Time Tunnel
Recording activity
The children can record their work in one or both of the following ways:
Creating a progression timeline by sequencing each key invention, then linking them
with a ‘progression arrow’. On the arrow, the children should write how the invention
was improved or developed each time.
Children stand in a line, pretending to be the inventors. They should each explain their
own invention and what it does. They should then add how their invention builds on the
previous one, pointing out its weaknesses and the areas where their own invention has
improved upon it.
Ask each group to present their work to the class. Work towards an understanding that our
modern inventions are the product of a long line of different inventions and discoveries.
Technology/Society link: Using their research, ask the children to consider what makes a
good ‘inventor’. What qualities do they need? Ask the children to imagine that they could
improve something that they use every day. What would it be? How would they improve it if
they could?
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Thoughtfulness
34
The Time Tunnel
History Extension Task
Learning Goals
Extension activity
Work together to find out about how other cultures, civilisations and religions have
measured time. Consider what divisions they use and how these got their name. For
example, are the names for months and days of the week influenced by any past
cultures and/or different languages? What special events are central to each culture’s
calendars? For example, Chinese New Year and Jewish New Year.
Ask the children to present their findings as a comparative poster or through a verbal
presentation.
35
The Time Tunnel
Personal Goals
Adaptability
Communication
Enquiry
Thoughtfulness
36
The Time Tunnel
Geography Learning Goals
Children will:
around them
localities
them
explain them
between places
who live there
37
The Time Tunnel
Geography Task 1
Learning Goals
around them
localities
them
between places
who live there
38
The Time Tunnel
Research activity
Ask the children to work in small groups to mind map what they think they know about the
history and geography of their local area or an area in their host country:
Has the village/town/city been around for a very long time?
Who might have lived there in the past?
Why might the original settlers have chosen that site? What are its natural features?
How has the settlement changed/grown over time?
Does the name of the village/town/city have any special significance?
What evidence is there of previous settlers?
Make a whole-class list of the children’s ideas. You might want to group them into two
categories: ‘Sure’ and ‘Not sure’. Ask the children to consider how they might find out more
about their chosen region.
Depending on your choice of region, you may be able to visit one or two locations as part of
a field study. Otherwise, provide access to books, DVDs and the internet for the children to
conduct their own research. You can also contact your local Tourist Information Centre (TIC)
for brochures, leaflets and maps. A member of the TIC or a local archaeology club may be
willing to come into class to give a talk on the history and geography of the local area.
Identify the key historical periods and events that have influenced and shaped the human
and physical features of the area. Work together to chart these changes on a timeline.
Compare the dates on this timeline with other timelines you have created for the history
tasks.
Recording activity
Ask the children to create a map or a series of maps to show the changing human and
physical features of their chosen region. As part of this task they will need to devise a key to
label these features. Some groups may want to work on paper, others may wish to create
physical models, or an interactive exhibit/presentation using a program such as PowerPoint
or Prezi.
ICT link: use Google Earth (earth.google.com) to view your chosen locations. Some areas
have the ‘historical imagery’ option that allows you to view locations at different time
periods. To access the historical imagery function, click on the clock icon from the top tool
bar. This will present you with a slider and some forward/backward buttons. Use either the
slider or the buttons to jump through the available land data for that region. (Note: not all
areas will have this function.)
39
The Time Tunnel
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Thoughtfulness
40
The Time Tunnel
Geography Task 2
Learning Goals
around them
them
explain them
who live there
41
The Time Tunnel
Research activity
History is largely about the movements of people, from civilisations and empires seeking
new lands and resources, to explorers and traders looking to open up new avenues of
commerce.
Look back at the timeline and maps that the children created from the previous task. Using
the timeline, choose two or three key moments that you have identified – such as the
arrival of settlers, a battle between two armies, a famous family or individual moving to the
area, and so on.
Assign one of these events to each group. From this, ask the children to find out more about
the origins and reasons for that movement of people. Depending on the event, this might
include:
Where did the original settlers come from? What were their reasons for moving? Where
else did they settle – are there any patterns?
Who were the two sides that fought at the battle? Where did they come from? Why was
this location significant? What previous battles had taken place – and where were these
located? What was the eventual outcome?
Where did the family/individual originate from? Why had they travelled to the area? Did
they remain in the area or did they travel elsewhere? What links do they have with
other countries and locations around the world?
You may wish to focus on just one event and work closely with the children to help
structure their research, using books, DVDs and the internet. The IPC history units, AD900
and The Great, the Bold and the Brave will provide a good source of background ideas and
resources.
(The purpose of the exercise is to help the children to understand that history has a domino
effect. There is ‘cause’ and ‘effect’. We might stand in a field, which was once a battlefield.
But the reasons for it becoming the centre of a battle could be influenced by many different
factors and events that span hundreds (even thousands!) of years. Draw comparisons
with the previous timelines you have created – and how one event can influence many
others, further along the line.)
Prompt the children to record their research using a combination of notetaking and
annotated maps.
42
The Time Tunnel
Recording activity
Ask the children to prepare and present their findings to the rest of the class. Look together
at the children’s maps and how they have recorded their data. How do these maps help to
tell a human and geographical story?
For example:
Evidence of building and farming by different settlers
Areas of contested territory; locations of battlefields, fortifications, etc.
Original names of settlements/regions
Man-made features that have changed the landscape, such as roads and canals
Evaluate how symbols, colours and labels have been used to make the information clear to
the viewer. Consider ways the maps might be improved.
Personal Goals
Adaptability
Communication
Enquiry
Resilience
Thoughtfulness
43
The Time Tunnel
Geography Extension Task
Learning Goals
around them
localities
them
explain them
between places
Extension activity
Ask the children to find out more about a location in their home country, such as a
town, village or city where they lived or may still have family. Using books, the internet
and through interviewing parents, etc, ask the children to create a timeline to show when
the area was first settled, why it attracted settlers, and how the location has developed
over time. These timelines can then be shared with the whole class. Discuss the
similarities and differences in the way settlements were founded and developed.
Compare timelines to draw further comparisons and spot any patterns, such as the influence
of transport links, growth of a key industry, and so on.
44
The Time Tunnel
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
45
The Time Tunnel
Art Learning Goals
Children will:
time
46
The Time Tunnel
Art Task 1
Learning Goals
time
Research activity
Explain that the word ‘history’ nowadays often refers to a written story of the past. However,
artists have told the story of the past through their work for many centuries. This work has
taken many forms, including tapestries, paintings, sculptures and pottery.
Get children to use books and the internet to find information and illustrations on some or
all of the following:
Aztec codices (concertina folded books), depicting Aztec life and history
Egyptian tomb paintings and statues, providing information on religious beliefs and
rulers, as well as everyday life, such as farming, hunting and travel
Roman mosaics and murals, showing everyday scenes of Roman life (feasts, gladiators,
clothing, etc.)
The Bayeux Tapestry - made in the 11th century and depicting the war between
England and Normandy (France)
The following website provides an excellent source of images:
britishmuseum.org/explore/young_explorers/discover.aspx
Explore exhibits at the British Museum by selecting ‘Museum Explorer’ then use the interactive
map to select a region and topic.
47
The Time Tunnel
Recording activity
In small groups, tell the children that they are going to pretend they are creating their own
art documentary for a history channel.
Groups should choose pieces from the different periods they have studied, to talk about as
part of their mini show. Children will need to think about a running order and how they can
make thematic links between the art that they have included.
At the end of the session, allow time for groups to present their ‘documentaries’. Focus on
the choices of art that were made and why they were chosen. Also explore the ordering of
the artwork and any thematic links that were made.
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Thoughtfulness
48
The Time Tunnel
Art Task 2
Learning Goals
time
Research activity
Recap the different art styles and techniques that the children studied from the previous
session. Tell the children that they are going to be recording an event (or series of events)
from one of their timelines that they created as part of their history or geography work.
Children will need to choose the media that they will use to capture their event/s. They may
wish to create something in the style of one of thetechniques they have explored (a
concertina book, a tapestry-style timeline, a mural) or explore other techniques, using more
modern media (e.g. a selection of collage images scanned and manipulated in an art
package).
If children are focusing on a historical event, then they may need to reference books and
other resources, to record clothing and other details that will help them create an accurate
record of the time period.
49
The Time Tunnel
Recording activity
Children should create their art piece using their chosen medium. These can then be
displayed as an art gallery, for the whole class to view. If you wish, each artist can present
their work to talk about their choice of subjectand media.
You may wish to end the session by exploring the issues that surround art as a historical
source. Is it as reliable as other historical sources? What can we learn from them? What
should we be wary of when using them as a source of historical fact and information?
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
50
The Time Tunnel
Art Extension Task
Learning Goals
time
Extension activity
Ask children to research two famous artists from the host country. For each artist, they
should choose four or five examples of their work that span their lifetime. Ask the
children to make a pictorial timeline sequencing each artist’s work.
Children should label each art work giving information about its subject matter, date it
was created, materials, form and technique. Compare and contrast the timelines and the
different works that have been chosen. How do they reflect the history of the host
country? How have the artists developed their techniques over time?
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
51
The Time Tunnel
International Learning Goals
Children will:
other
countries
52
The Time Tunnel
International Task
Learning Goals
other
countries
Research activity
Display some of the children’s timelines. Pose the question: What can we learn from the past?
Consider the areas you have studied. What were the problems? What was the source of
tension and conflict? What decisions were made and what were the consequences of these
actions? Are there examples of countries working together towards a common goal?
Prompt the discussion, encouraging the children to think about the lessons that we can
learn, as individuals. How might we help to build a bright and positive global future for all?
Recording activity
Ask the children to work in groups to decide on the building blocks that will help build a
positive future. Children can discuss their ideas and then write these onto separate cards to
build their wall of thoughts.
View these as a whole class. Can we put any of these ideas into practice ourselves – in the
way we work together in the classroom, treat our friends and family, approach new
challenges and tasks? Encourage the children to use examples from their learning to
support their opinions.
Art link: The children can use the ‘building blocks’ idea as the basis for a whole-class art
mural, which could be displayed in the classroom or an area of your school, to celebrate this
learning.
53
The Time Tunnel
Personal Goals
Communication
Cooperation
Enquiry
Morality
Respect
Thoughtfulness
54
The Time Tunnel
International Extension Task
Learning Goals
countries
Extension activity
Ask the children to think about news from their host country and home countries. How
do they find out what is happening in each? Do they consider news as ‘history’?
Ask the children to think about different types of news story. Which are the most
important and likely to be remembered? Are we exposed to too much information on a daily
basis, making modern history more difficult to record?
Set up a news notice board with the children’s different home countries clearly marked. Ask
each child to post a news headline on the board every day from their home country with a
two or three line synopsis.
Hold a session each day or week to read through and talk about the different stories
that have been chosen. Which stories do the children think are deserving of the ‘history
books’? Which are likely to be remembered/forgotten? Explore the children’s opinions.
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
55
The Time Tunnel
The Exit Point
Remind the children of their ‘time tunnel’ entry point, when they designed an imaginary theme park ride.
This was just like a timeline – it took an audience through a series of time periods, showing them some
of the features and highlights of these eras.
Tell the children that they are going to be working together to create a ‘giant timeline’ showing the
history of the world. This will be displayed around the school – so that members of the school community
can follow the timeline by walking along it.
Using their knowledge and learning from over the course of this unit, the children should work together
to plan their timeline. Look back at the timelines that have already been created during the history and
geography tasks. How might this information help the creation of your new ‘giant timeline’? Children will
need to consider:
How long it will need to be?
What divisions will it use? (Centuries, decades, etc.)
When will your time ‘begin’?
Where will the timeline be located? How long is it likely to be? (The timeline could be created to
span corridors, through rooms, around the hall or playground, and so on.)
What will it be made from? How will it be presented? Could the information mimic some of the
artistic styles of each period? (See Art Task 1)
Could the children form part of the timeline? – dressing up as historical personalities, re- enacting
events for onlookers, presenting some of their work from the unit, and so on.
Spend half a day planning, then the rest of your allotted time to making your timeline. Children can work
in groups or individually on different pieces. Good communication and team work will be key, to ensure
that the timeline links up correctly.
Once created, invite members of the school community to experience your ‘time trail’. You could also
invite the children’s family and friends to view the finished work. At the end of your trail you could have a
special party, with refreshments – as a final celebration back in the present day!
The IPC community would love to see examples of your learning, in any subject, at any stage of the
learning process. If you have any pictures or stories you would like to share please visit our Facebook
page at https://www.facebook.com/InternationalPrimaryCurriculum, tweet @The_IPC or email
stories@greatlearning.com.
56
The Time Tunnel
Resources
For this unit, you will need some, but not necessarily all, of the following:
Equipment
Computers with internet access
Atlases and globes
Illustrated timelines
Maps of the local area (both present day and historic)
Books, tour guides and other resources related to local historical sites
Books, posters, DVDs and other resources related to past civilisations
Books, posters, DVDs and other resources related to inventions
Art and collage materials
Presentation software, such as PowerPoint and Prezi (www.prezi.com)
57
The Time Tunnel
Links
http://www.fsmitha.com/t-index.html
An extensive timeline of world history. Use the ‘subject index’- links to help the children
find relevant information. (Note: this site does feature advertising.)
http://www.camelotintl.com/world/index.html
Camelot International website features a ‘history of the world’- section. Click on a continent
to access a timeline of their history. (Note: this site does feature advertising.)
http://www.britishmuseum.org/explore/young_explorers/discover.aspx
Explore exhibits at the British Museum by selecting 'Museum Explorer' then use the
interactive map to select a region and topic.
http://www.hyperhistory.com/online_n2/History_n2/a.html
HyperHistory is an excellent resource for this unit. It provides access to timelines relating to
people, history and events - as well as maps showing early civilisations and invasions.
http://www.bbc.co.uk/history/historic_figures/
The BBC history website has a useful A-Z section on historical figures.
http://resources.woodlands-junior.kent.sch.uk/homework/history.html
The Woodlands Junior School website is an award-winning resource, providing excellent
information on a number of historical periods.
http://www.chiddingstone.kent.sch.uk/homework/timeline.html
This school’-s website provides a simple timeline overview of a number of key periods in
British history, including the Romans, Saxons and Vikings.
http://www.timeforkids.com/TFK/
Time for Kids is an excellent site that features timelines of different countries. Select
‘Around the World’- to access the menu of countries.
58
From Fieldwork Education, a part of the Nord Anglia Education family.
©WCL Group Limited. All rights reserved.

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Chronology and timelines

Links to other IPC subjects

Geography Learning Goals

History Learning Goals

International Learning Goals

ICT & Computing Opportunities

The Three Areas of Learning: Academic, Personal and International

The Three Types of Learning: Knowledge, Skills and Understanding

Helping Children Reflect on Their Own Learning

Explaining The Theme

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