2014 Key Stage 1 Curriculum Plan History

Transcription

1 2014 Key Stage 1 Curriculum Plan History NB These topics are non-statutory and flexible. The red italics are the curriculum objectives and the blue italics give more ideas and details related to the topic chosen. Year 1 All pupils should: - Know where what they are studying fits within a chronological framework. - Similarities and differences between different periods. - Ask and answer questions - Understand some of the ways in which we find out about the past. Toys Changes within living memory Notes: Refer to previous QCA Scheme of Work. Ensure that children are learning about simple chronology. How are things different now compared to them. Chn should answer and ask question and learn about different ways of finding information. Remembrance Significant historical events, people and places in their own locality Notes: Refer to previous QCA Scheme of Work. Ensure that children are learning about simple chronology. How are things different now compared to them. Chn should answer and ask question and learn about different ways of finding information. Homes Changes within living memory Notes: Refer to previous QCA Scheme of Work. Ensure that children are learning about simple chronology. How are things different now compared to them. Chn should answer and ask question and learn about different ways of finding information. Year 2 All pupils should: - Know where what they are studying fits within a chronological framework. - Similarities and differences between different periods. - Ask and answer questions Understand some of the ways in which we find out about the past. Great Fire of London Events beyond living memory Notes: Refer to previous QCA Scheme of Work. Ensure that children are learning about simple chronology. How are things different now compared to them. Chn should answer and ask question and learn about different ways of finding information. Famous People The lives of significant individuals Notes: Choose from Elizabeth 1, Victoria, Christopher Columbus Neil Armstrong, Tim Berners-Lee, Pieter Bruegel the Elder, LS Lowry, Rosa Parks, Emily Davison, Mary Seacole, Florence Nightingale, Edith Cavell OR choose another individual who has contributed to national or international achievements. Seaside Past and Present Changes within living memory Notes: Refer to previous QCA Scheme of Work. Ensure that children are learning about simple chronology. How are things different now compared to them. Chn should answer and ask question and learn about different ways of finding information.

2 To be achieved by the end of Year 2: To investigate and interpret the past Observe or handle evidence to ask questions and find answers to questions about the past. Ask questions such as: What was it like for people? What happened? How long ago? Use artefacts, pictures, stories, online sources and databases to find out about the past. Identify some of the different ways the past has been represented. To build an overview of world history Describe historical events. Describe significant people from the past. Recognise that there are reasons why people in the past acted as they did. To understand chronology Place events and artefacts in order on a time line. Label time lines with words or phrases such as: past, present, older and newer. Recount changes that have occurred in their own lives. Use dates where appropriate. To communicate historically Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time. Show an understanding of the concept of nation and a nation s history. Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace.

3 2014 Key Stage 2 Curriculum Plan History NB To some extent, these topics are non-statutory and flexible. Topics with an * indicate the topics that I have chosen from the examples in the curriculum. Topics without an * must be taught in the order they appear. The red italics are the objectives of the curriculum and the blue italics give more ideas and details related to the topic. These ideas can be developed and added to in line with Programme of Study. Year 3 All pupils should - Continue to develop a chronologically secure knowledge and understanding of British, Local and World history. - Note connections contrasts and trends over time. - Address and ask questions about change, cause similarity and difference and significance. - Understand that knowledge comes from different sources. Ancient Egypt The achievements of earliest civilisations. Notes: See previous QCA scheme of work. Ensure that children understand how it fits in with the chronology of Britain. Focus on what changed in Britain because of Ancient Egypt, e.g. paper. Investigate different sources of information. Stone Age to Iron Age Cross-curricular with Art Observational drawings Designing a model Creating a model Notes: Changes in Britain from Stone Age to Iron Age. - Stone Age, Bronze Age Iron Age This could include: late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Bronze Age: religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture *Railways In depth study of a significant turning point in British History. A study of an aspect of history dating from a period beyond Extend chronological knowledge beyond Notes: Isambard Kingdom Brunel. How did the railways impact on British Society? What transport was used before trains? How can we find out about the railways? Could include an element of local history.

4 Year 4 All pupils should - Continue to develop a chronologically secure knowledge and understanding of British, Local and World history. - Note connections contrasts and trends over time. - Address and ask questions about change, cause similarity and difference and significance. - Understand that knowledge comes from different sources. *Tudors The changing power of monarchs using Henry VIII. Extend chn s understanding of chronology beyond 1066 Notes: See previous scheme of work (QCA Unit) for further guidance. Ensure that the children are learning where the period fits in with British chronology and note different ways of gathering information, e.g. letters, books, paintings etc. Hatfield House visit. Early Roman Empire Roman Empire and its impact on Britain. Notes: Julius Caesar s attempted invasion BC. The Roman Empire by AD42 and the power of its army. Successful invasions by Claudius and conquest, including Hadrian s Wall. British resistance, e.g. Boudica. Legacy of Roman culture. Romanisation of Britain, the impact of technology, culture and beliefs including early Christianity. Verulamium Visit Mayan Civilisation The achievements of the earliest civilisations Notes: Contrast with British history. Where is the Maya? Cultural beliefs Scientific advances. Hieroglyphs. Mayan creation myths.

5 To be achieved by the end of Year 4: To investigate and interpret the past: Use evidence to ask questions and find answers to questions about the past. Suggest suitable sources of evidence for historical enquiries. Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Suggest causes and consequences of some of the main events and changes in history. To build an overview of world history Describe changes that have happened in the locality of the school throughout history. Give a broad overview of life in Britain from ancient until medieval times. Compare some of the times studied with those of other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. To understand chronology: Place events, artefacts and historical figures on a time line using dates. Understand the concept of change over time, representing this, along with evidence, on a time line. Use dates and terms to describe events. To communicate historically: Use appropriate historical vocabulary to communicate, including: Dates Time period Era Change Chronology Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.

6 Year 5 All pupils should - Continue to develop a chronologically secure knowledge and understanding of British, Local and World history. - Note connections contrasts and trends over time. - Address and ask questions about change, cause similarity and difference and significance. - Understand that knowledge comes from different sources. * The Viking and Anglo-Saxon struggle for the Kingdom of England. Up to the time of Edward the Confessor and his death in Notes: Edward the Confessor (Last King of Anglo-Saxon period) and his death in Viking raids and invasions Resistance by Alfred the Great and Athelstan, first king of England. Further Viking invasions and Danegeld. Anglo Saxon laws and justice Britain s settlement by Anglo Saxons and Scots Notes: Roman Withdrawal from Britain in c. AD410 and the fall of the Roman Empire Anglo-Saxon invasions, settlements and kingdoms: Place names and village life. Anglo- Saxon art and culture. Christian conversion Canterbury, Iona and Lindisfarne *Local History Study A study over time tracing how several aspects of national history are reflected in the locality. Copy and paste this link into the status bar and it gives information about local history. You could link this to other areas of study if possible. Possible areas of study: Forty Hall Hospitals in Enfield Literary History in Enfield. Roman Catholics in Enfield (secret education of Catholic children, Irish immigration, links to Gunpowder Plot). Rivers Lee and Stort.

7 Year 6 All pupils should - Continue to develop a chronologically secure knowledge and understanding of British, Local and World history. - Note connections contrasts and trends over time. - Address and ask questions about change, cause similarity and difference and significance. - Understand that knowledge comes from different sources. Autumn Summer Cross-curricular Links with English Historical Figures John Lennon Anne Frank Martin Luther King Biographical and autobiographical writing chronological writing Role Play Martin Luther King workshop for whole year group. *Ancient Greece Week A non-european society that provides contrasts with British History (Anglo-Saxon period) Notes: See previous scheme of work, ensure that the children are learning where the period fits in with British chronology and note different sources of information. Make comparisons with Anglo- Saxon culture and the impact that Greece had on British society. Fables, play scripts *WW2 inc Battle of Britain Cross-Curricular with English/Art/Drama Workshop In depth study of a significant turning point in British History. A study of an aspect of history dating from a period beyond Extend chronological knowledge beyond Study of a social aspect of history. Notes: See previous scheme of work. Ensure that the children are learning where the period fits in with British chronology and note different ways of gathering information, e.g. letters, books, paintings etc. Battle of Britainhow did it change British History? To be achieved by the end of Year 6: To investigate and interpret the past: Use sources of evidence to deduce information about the past. Select suitable sources of evidence, giving reasons for choices. Use sources of information to form testable hypotheses about the past. Seek out and analyse a wide range of evidence in order to justify claims about the past.

8 Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. Understand that no single source of evidence gives the full answer to questions about the past. Refine lines of enquiry as appropriate To build an overview of world history: Identify continuity and change in the history of the locality of the school. Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times. Compare some of the times studied with those of the other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. To understand chronology: Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). Identify periods of rapid change in history and contrast them with times of relatively little change. Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. Use dates and terms accurately in describing events. To communicate historically: Use appropriate historical vocabulary to communicate, including: Dates Time period Era Chronology Continuity Change Century Decade legacy Use literacy, numeracy and computing skills to a exceptional standard in order to communicate information about the past. Use original ways to present information and ideas.