History

Our History curriculum ensures that our children:

  • know and understand the history of Britain 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 questions
  • and create their own structured accounts, including written narratives.
  • understand the methods of historical enquiry, including how evidence is used  and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective 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.

 

EXPECTATIONS AND KEY FEATURES OF THE CURRICULUM FOR HISTORY YEAR 1

 

HISTORY

Changes within living memory: When parents were young
Significant people from history
Local history

IN HISTORY A YEAR 1 CHILD CAN:

I can use words and phrases like: old, new and a long time ago.
I can recognise that some objects belonged to the past.
I can explain how I have changed since I was born.
I can explain how some people have helped us to have better lives.
I can ask and answer questions about old and new objects.
I can spot old and new things in a picture.
I can explain what an object from the past might have been used for

 

EXPECTATIONS AND KEY FEATURES OF THE CURRICULUM FOR HISTORY YEAR 2

 

 

HISTORY

events beyond living memory that are significant nationally or globally
significant historical events, people and places in their own locality
significant people from Britain or abroad

IN HISTORY A YEAR 2 CHILD CAN:

I can use words and phrases like: before, after, past, present, then and now.
I can recount the life of someone famous from Britain who lived in the past. I can explain what they did earlier and what they did later.
I can give examples of things that were different when my grandparents were children.
I can find out things about the past by talking to an older person.
I can answer questions using books and the internet.
I can research the life of a famous person from the past using different sources of evidence.

 

YEAR 3 KNOWLEDGE, SKILLS AND UNDERSTANDING IN HISTORY

CHRONOLOGICAL UNDERSTANDING

Can they describe events and periods using the words: BC, AD and decade?
Can they describe events from the past using dates when things happened?
Can they describe events and periods using the words: ancient and century?
Can they use a timeline within a specific time in history to set out the order things may have happened?
Can they use their mathematical knowledge to work out how long ago events would have happened?

KNOWLEDGE AND INTERPRETATION

Do they appreciate that the early Brits would not have communicated as we do or have eaten as we do?
Can they begin to picture what life would have been like for the early settlers?
Can they recognise that Britain has been invaded by several different groups over time?
Do they realise that invaders in the past would have fought fiercely, using hand to hand combat?
Can they suggest why certain events happened as they did in history?
Can they suggest why certain people acted as they did in history?

HISTORICAL ENQUIRY

Do they recognise the part that archaeologists have had in helping us understand more about what happened in the past?
Can they use various sources of evidence to answer questions?
Can they use various sources to piece together information about a period in history?
Can they research a specific event from the past ?
Can they use their ‘information finding’ skills in  writing to help them write about historical information?
Can they through research identify similarities and differences between given periods in history?

 

YEAR 4 KNOWLEDGE, SKILLS AND UNDERSTANDING IN HISTORY

CHRONOLOGICAL UNDERSTANDING

Can they plot recent history on a timeline using centuries?
Can they place periods of history on a timeline showing periods of time?
Can they use their mathematical skills to round up time differences into centuries and decades?

KNOWLEDGE AND INTERPRETATION

Can they explain how events from the past has helped shape our lives?
Do they appreciate that wars have happened from a very long time ago and it is often associated with invasion, conquering or religious differences?
Do they know that people who lived in the past cooked and travelled differently and used different weapons from ours?
Do they recognise that the lives of wealthy people were very different from those of poor people?
Do they appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past?

HISTORICAL ENQUIRY

Can they research two versions of an event and say how they differ?
Can they research  what it was like for a child in a given period from the past and use photographs and illustrations to present their findings?
Can they give more than one reason to support an historical argument?
Can they communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out?

 

YEAR 5 KNOWLEDGE, SKILLS AND UNDERSTANDING IN HISTORY

CHRONOLOGICAL UNDERSTANDING

Can they use dates and historical language in their work?
Can they draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.?
Can they use their mathematical skills to work exact time scales and differences as need be?

KNOWLEDGE AND INTERPRETATION

Can they describe historical events from the different period/s they are studying/have studied?
Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same?
Can they explain the role that Britain has had in spreading Christian values across the world?
Can they begin to appreciate that how we make decisions has been through a Parliament for some time?
Do they appreciate that significant events in history has helped shape the country we have today?
Do they have a good understanding as to how crime and punishment has changes over the years?

HISTORICAL ENQUIRY

Can they test out a hypothesis in order to answer a question?
Do they appreciate how historical artefacts has helped us understand more about British lives in the present and past?

 

YEAR 6 KNOWLEDGE, SKILLS AND UNDERSTANDING IN HISTORY

CHRONOLOGICAL UNDERSTANDING

Can they say where a period of history fits on a timeline?
Can they place a specific event on a timeline by decade?
Can they place features of historical events and people from past societies and periods in a chronological framework?

KNOWLEDGE AND INTERPRETATION

Can they summarise the main events from a specific period in history, explaining the order in which key events happened?
Can they summarise how Britain has  had a major influence on world history?
Can they summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently?
Can they describe features of historical events and people from past societies and periods they have studied?
Can they recognise and describe differences and similarities/ changes and continuity between different periods of history?

HISTORICAL ENQUIRY

Can they look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint?
Can they identify and explain their understanding of propaganda?
Can they describe a key event from Britain’s past using a range of evidence from different sources?

 

 

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