Get the most out of your visit to Hadrian's Wall by linking it to as many relevant National Curriculum criteria as possible.
Our I-Spy sheet for KS2 and KS3 (PDF) is a great resource for pupils as they travel towards Hadrian's Wall.
History - Key Stage 3 and 4
Knowing and understanding the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
Knowing and understanding significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
Gaining and deploying a historically grounded understanding of abstract terms such as ‘empire’ and ‘civilisation'.
Understanding historical concepts such as:
- continuity and change
- cause and consequence
- similarity, difference and significance
and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
Understanding the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
Gaining historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history and between cultural, economic and military history.
Suggested historical studies
a local history study dating from a period before 1066
the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 such as:
- the changing nature of political power in Britain, traced through selective case studies from the Iron Age to the present
- Britain’s changing landscape from the Iron Age to the present
- a study of an aspect of social history, such as the impact through time of the migration of people to, from and within the British Isles
- a study in depth into a significant turning point
English - Key Stage 3 and 4
Reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors.
Exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects.
Art and Design - Key Stage 3 and 4
Using a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas.
Learning about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.
Geography - Key Stage 3 and 4
Understanding the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
pupils should be competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Human and physical geography
Pupils should understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
- physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
- human geography relating to: population and urbanisation; international development; economic activity in the primary,
- understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems
You may wish to consider visiting The Sill: National Landscape Discovery Centre.
Citizenship - Key stage 3
Learning about the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch.
Citizenship - Key stage 4
Teaching should build on the key stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They should experience and evaluate different ways that citizens can act together to solve problems and contribute to society.