Stamford Green Primary School History Curriculum Map. September 2014

Transcription

1 Stamford Green Primary School History Curriculum Map September 2014

2 Contents Page Essential characteristics of artists Page 3 Aims of the National Curriculum Page 4 Early Years Early Learning Goals and of skills Page 5 Year 1 and Expectation of skills Page 6 Year 2 and Expectation of skills Page 7 Year 3 and Expectation of skills Page 8 Year 4 and Expectation of skills Page 9 Year 5 and Expectation of skills Page 10 Year 6 and Expectation of skills Page 11 2

3 Essential characteristics of historians An excellent knowledge and understanding of people, events and contexts from a range of historical periods and of historical concepts and processes. The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences. The ability to consistently support, evaluate and challenge their own views using detailed, appropriate and accurate historical evidence derived from a range of sources. The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry. A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements. A desire to embrace challenging activities, including opportunities to undertake high quality research across a range of history topics. Chris Quigley Essentials 3

4 Aims of the National Curriculum The National Curriculum for history aims to ensure that all pupils: Know and understand 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. Know and understand 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. Gain and deploy a historically-grounded understanding of abstract terms such as empire, civilisation, parliament and peasantry. Understand 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. Understand 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. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short and long term timescales. 4

5 Early Years Early Learning Goals Area of EYFS curriculum Early Learning Goals People and communities Children talk about past and present events in their own lives and in the lives of family members. They know that other children don t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. Early Years of skills Talk about the past and present events in their own life and of family members. Use everyday language related to time. Indicate if personal events and objects belong in the past or present. Begin to use some common words, signs or symbols to indicate the passage of time. Recount episodes from own past and some details from other historical events with prompts. Answer simple questions about historical stories and artefacts 5

6 Year 1 I live in Epsom Significant historical events, people and places in their own locality. The time of our lives Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. Year 1 of skills To investigate and interpret the past Observe or handle evidence to ask questions and find answers to questions about the past. To build an overview of world history Describe historical events. To understand chronology Place events and artefacts in order on a timeline. Recount changes that have happened in their own lives. To communicate historically Use words and phrases such as a long time ago 6

7 Year 2 - We are what we eat! The lives of significant individuals in the past who have contributed to national and international achievements. Time Detectives Events beyond living memory that are significant nationally or globally. The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods. Wild The lives of significant individuals in the past who have contributed to national and international achievements. Life on the sea The lives of significant individuals in the past who have contributed to national and international achievements Events beyond living memory that are significant nationally or globally. Year 2 of Skills 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? Identify some of the different ways the past has been represented. To build an overview of world history Describe significant people from the past. Recognise that there are reasons why people in the past acted as they did. To understand chronology Label timelines with words or phrases such as: past, present, older and newer. Use dates where appropriate. To communicate historically 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. 7

8 Year 3 - Building a village Britain s settlement by Anglo-Saxons. The Viking/Anglo Saxon struggle for the Kingdom of England to the time of Edward the Confessor. Adventurers and Explorers A study of an aspect or theme in British History that extends knowledge beyond 1066 (The Tudors) A long, long time ago A local history study. Year 3 of skills Investigate and interpret the past Use evidence to ask questions and find answers to questions about the past. Use a source of evidence for historical enquiry in order to gain an understanding of history. Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Build an overview of world history 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. Understand chronology Place events, artefacts and historical figures on a time line using dates. Communicate historically Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past. 8

9 Year 4 - Greece is the word! A study of Greek life and achievements and their influence on the Western world. What makes Britain great? Changes in Britain from Stone Age to Iron Age. On the home front A study of an aspect or theme in British history that extends knowledge beyond Year 4 of Skills Investigate and interpret 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. Build an overview of world history Describe the changes that have happened in the locality of the school throughout history. Give a broad overview of life in Britain. Compare some of the times studied with those of other areas of interest around the world. Understand chronology Understand the concept of change over time, representing this, along with evidence, on a time line. Use dates and terms to describe events. Communicate historically Use appropriate historical vocabulary to communicate including dates, time period, era, change, chronology. 9

10 Year 5 - Making the news A local history study. The Romans Roman Empire and impact on Britain. Year 5 of Skills Investigate and interpret the past Use sources of evidence to deduce information about the past. Select suitable sources of evidence, giving reasons for choices. Seek out and analyse a wide range of evidence in order to justify claims about the past. Understand that no single source of evidence gives the full answer to questions about the past. 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 and some major events from the rest of the world. Describe characteristics features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. Understand chronology Describe the main changes in a period of history (using terms such as social, religious, political, technological and cultural). Use dates and terms accurately in describing events. Communicate historically Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past. 10

11 Year 6 - Vote for me! A study of an aspect or theme in British History that extends pupils chronological knowledge beyond China The achievements of the earliest civilisation an overview of where and when they first appeared and an in-depth study of the following: Shang Dynasty of Ancient China. Ancient Civilisation A non-european society that provides contrast with British history early Islamic civilisation. Year 6 of Skills Investigate and interpret the past Use sources of information to form testable hypotheses about the past. Show an awareness of the concept pf propaganda and how historians must understand the social context of evidence studied. Refine lines of enquiry as appropriate. Build an overview of world history 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. Understand chronology 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 timeline. Communicate historically Use appropriate historical vocabulary to communicate, including dates, time period, era, chronology, continuity, change, century, decade, legacy. Use original ideas to present information and ideas. 11