Pupils who are secure will be able to:

• Explain what explorers do
• Name equipment or transport an explorer would need.
• Sequence four photographs from different periods of time.
• Name important explorers (e.g. Christopher Columbus, Dame Ellen MacArthur, Matthew Henson and Mary Kingsley).
• Identify where they travelled and what they achieved.
• Select the most important events in a historical story.
• Sequence events on a timeline and use this to retell the story.
• Describe what they can see in a photograph.
• Make inferences about an image and ask questions to further their understanding.
• Recall information about past and present exploration.
• Understand events in relation to the present day and compare how exploration has changed over time.
• Describe how an explorer is significant and how they impacted events or people’s ideas.
• Show understanding of significant people by designing a coat of arms.

If available, prepare a selection of objects an explorer might use to prompt curiosity and discussion for Lesson 1: What is an explorer?. Alternatively, use the images in the lesson presentation.

This unit could include inviting a local living explorer to visit the class for an interview, with questions generated in Lesson 2: Where have explorers travelled and when?.

Art and design

English: Spoken language

English: Writing

Geography: Human and physical geography

British values: Mutual respect