History · Year 2 · Explorers and Great Achievements · Spring Term

Robert Falcon Scott: Race to the South Pole

The story of the brave expedition to the Antarctic and the challenges of the ice.

• National Curriculum Attainment Targets
• KS1: History - Significant individuals in the past
• KS1: History - Events beyond living memory

About This Topic

Robert Falcon Scott captained the Terra Nova expedition from 1910 to 1912, racing to become the first person to reach the South Pole. Year 2 pupils study how his team of five men man-hauled sledges across 800 miles of ice after ponies failed in the harsh conditions. They learn about blizzards, frostbite, dwindling food supplies, and the heartbreak of finding Roald Amundsen's flag at the Pole on 17 January 1912. Scott's final diary entries reveal the tragedy of the return journey, where the entire polar party perished just 11 miles from supply depots.

This topic aligns with KS1 History requirements to learn about significant individuals and events beyond living memory. Pupils develop chronological understanding by placing the expedition on a timeline of explorers, appreciate human perseverance, and evaluate primary sources such as photographs, letters, and journals that document the adventure. It connects to geography through mapping Antarctica's terrain and comparing past and present exploration methods.

Active learning benefits this topic because pupils engage emotionally with the human story. When they plot routes on maps, handle replica artefacts like sledges or crampons, or perform diary readings in role play, they build empathy for the explorers' bravery and grasp abstract challenges through concrete, collaborative experiences.

Key Questions

1. Who was Robert Falcon Scott and where did he try to travel to?
2. What dangers did Scott and his team face in Antarctica?
3. How do we know what happened on Scott's journey to the South Pole?

Learning Objectives

• Identify the key geographical features of Antarctica relevant to Scott's expedition.
• Explain the primary challenges faced by Scott and his team during their journey to the South Pole.
• Compare the motivations and outcomes of Scott's expedition with those of Roald Amundsen's.
• Analyze primary source materials, such as diary excerpts and photographs, to infer the emotional state of the explorers.

Before You Start

Basic Map Skills

Why: Students need to be able to locate continents and poles on a map to understand the geographical context of the expedition.

Understanding of Past and Present

Why: Students must grasp the concept that events happened in the past and that people and technology have changed over time to understand historical figures and past exploration methods.

Key Vocabulary

Antarctica	A continent located at the Earth's South Pole, characterized by extreme cold, ice, and snow.
Expedition	A journey undertaken by a group of people with a particular purpose, especially exploration.
Man-hauling	The act of pulling heavy sledges across the ice using only human strength.
Blizzard	A severe snowstorm with high winds and low visibility, posing significant danger to travelers.
South Pole	The southernmost point on Earth, a challenging destination for explorers due to its remote location and harsh climate.

Watch Out for These Misconceptions

Common Misconception

Scott reached the South Pole first and won the race.

What to Teach Instead

Roald Amundsen's team arrived a month earlier using dogs and better planning. Mapping both routes side-by-side in groups helps pupils see differences in preparation and terrain choices, correcting the idea through visual comparison.

Common Misconception

Scott travelled alone to the Pole.

What to Teach Instead

A team of four men shared the final push, with support parties earlier. Role-playing team scenarios builds understanding of collaboration, as pupils experience how shared tasks aid survival in discussions.

Common Misconception

Antarctica was empty of life and easy to cross.

What to Teach Instead

Seals, penguins, and crevasses posed dangers alongside ice. Examining photos and artefacts in stations reveals wildlife and hazards, with peer teaching reinforcing facts over time.

Active Learning Ideas

Timeline Challenge: Scott's Polar Journey

Print key event cards with dates, images, and captions for the outward trek, Pole discovery, and return tragedy. Small groups sequence them on a long paper timeline, adding drawings of challenges like blizzards. Share and compare with the class.

30 min·Small Groups

Role Play: Facing Antarctic Dangers

Pairs receive scenario cards such as 'pony dies' or 'blizzard hits' and act out responses using props like toy sledges and fans for wind. They read simplified diary quotes to narrate emotions. Debrief on teamwork.

25 min·Pairs

Artefact Hunt: Expedition Gear

Display images or models of tents, skis, and rations at stations. Small groups rotate, noting advantages and problems in Antarctica via sticky notes. Discuss how modern gear differs.

35 min·Small Groups

Map It: Race to the Pole

Provide outline maps of Antarctica. Whole class plots Scott's and Amundsen's routes with string and pins, marking depots and hazards. Label why Amundsen succeeded first.

40 min·Whole Class

Real-World Connections

• Modern polar researchers, like those at the British Antarctic Survey, use advanced technology such as GPS, satellite imagery, and specialized vehicles to conduct scientific studies in Antarctica, contrasting with Scott's methods.
• The story of Scott's expedition is often referenced in discussions about leadership, perseverance, and the risks involved in ambitious projects, relevant to fields like project management and extreme sports.

Assessment Ideas

Exit Ticket

Provide students with a postcard template. Ask them to imagine they are on Scott's expedition. They should write two sentences describing a challenge they faced and one sentence about what they miss from home, signing their name as if they were an explorer.

Discussion Prompt

Show students a photograph from Scott's expedition (e.g., of the sledges or the explorers). Ask: 'What does this picture tell us about how difficult their journey was? What questions does it make you want to ask about the people in it?'

Quick Check

Ask students to point to Antarctica on a world map or globe. Then, ask them to name one danger Scott and his team faced, using a sentence starter like 'One danger was...'

Frequently Asked Questions

Who was Robert Falcon Scott?

Robert Falcon Scott was a British naval officer who led the 1910-1912 Terra Nova expedition to Antarctica. His team aimed for the South Pole but found Norwegian explorer Roald Amundsen had arrived first. Scott's detailed diaries and photos provide our main evidence of the journey's triumphs and tragedies, making him a key figure in polar history for Year 2 studies.

What challenges did Scott's team face?

The team battled extreme cold below -40°C, blizzards that halted progress, failed ponies, and man-hauling heavy sledges over rough ice. Food and fuel shortages worsened on the return, leading to starvation and exhaustion. These details from diaries help pupils appreciate the physical and mental demands of early exploration.

How do we know about Scott's South Pole journey?

Primary sources include Scott's journals, recovered with his body, plus team photos, letters, and maps. A supporting party found the tent with bodies and records in 1912. Pupils analyse simplified extracts and images to understand historical evidence reliability.

How can active learning help teach Scott's expedition?

Active methods like timeline building, role-playing diary entries, and mapping routes make the story vivid for Year 2. Pupils handle props to feel sledge-pulling effort or plot paths to grasp distances, fostering empathy and retention. Group discussions after activities connect personal insights to facts, outperforming passive listening.