History

Early Years

The  Statutory Framework for the Early Years Foundation Stage states that the educational programme for EYFS should include activities to develop Understanding the world, people and communities, which enable:

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. The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Children learn about changes and events in their own lives through topics such as Who Am I? and Changes.  They learn through talking with parents, looking at photographs and artefacts, role-play  and listening to story books.

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Key Stage 1 and Key Stage 2

Year 1

Knowledge and skills 

Topic Coverage

I can place known events in the order of when they happened.

I can sequence events and recount changes within living memory (chronological understanding)

I can use common words and phrases relating to the passing of time.

I can understand key features of events.

I can identify some similarities and differences between ways of life in different periods.

I can relate my own account of an event and understand that others may give a different version.

I can find answers to some simple questions about the past from simple sources of information.

I can describe some simple similarities and differences between man made objects.

I can sort historical objects from ‘then’ and ‘now’.

I can ask and answer relevant basic questions about the past.

I can talk, draw or write about aspects of the past.

Traditional Tales
Historical comparison- now and then.

Florence Nightingale, Mary Seacole and Edith Cavell
Significant figures in history. Comparison of local and famous people and changes in nursing.

Where in the World..?
Now and then- Cities

The Great Fire of London
Exploring the life of Samuel Pepys and his diary accounts of the events of The Great Fire of London.

The Seaside
Investigating the development of seaside resorts (local study) through changes in work employment laws and development of railways during the Victorian era.

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Year 2

Knowledge and skills 

Topic Coverage

I can use a wide vocabulary of everyday historical terms.

I can ask and answer questions, choosing and using parts of stories and other sources to show that I know and understand key features of events.

I can show understanding of some of the ways in which we find out about the past and identify different ways in which it is represented.

I can describe changes within living memory and aspects of change in national life.

I can describe events beyond living memory that are significant nationally or globally.

I can discuss the lives of significant people in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods.

I can describe significant historical events, people and places locally.

I can speak about how I have found out about the past.

I can record what I have learned by drawing and writing.

 

Castles
Who would live in a castle?
Local study – Norwich Castle

Explorers – Christopher Columbus and Neil Armstrong
What did they discover and why is it important?

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Year 3

Knowledge and skills 

Topic Coverage

Chronology, knowledge and understanding of history

I can describe some features, events, people and themes from the past.

I can sequence a few events, objects or pieces of information on a timeline.

I can use some “historical period” terms.

I can also use “century”, “decade”, “BC”/”BCE”, “AD”/”CE”.

Continuity and change (during and between periods)

I can point out some similarities and differences between aspects of my life and the life of people in the period I am learning about.

Diversity (within a period)

I can point out some similarities and some differences between the ways of life different people living at the time I am learning about.

Cause and consequence

I can make some comments about why people did things, why events happened and what happened as a result.

Using & understanding sources of evidence

I can use information from more than one source in my answers.

Understanding historical interpretation

I can talk about some of the different ways that the past is recorded/represented [I can name some types of things which tell us about the past]

Communicating ideas in history

I can make labelled drawings, tables and write sentences, speak (including in drama) and use ICT to show my ideas

The Victorians
Why did the Victorians love legends?Investigating the life of Queen Victoria, industrialisation and comparing the lives of rich and poor children.

Inventors and InventionsNecessity is the mother of invention.” Discuss.George Stevenson and steam locomotives.  Investigating major inventions that have ‘changed the world’.

Ancient Egypt and the Nile
Exploring Ancient Egyptian civilisation, including farming and the impact of the River Nile.

The Stone Age
How did Ug become the boy genius?Investigating the three eras of the Stone Age – Paleolithic, Mesolithic and Neolithic (changes in world landscape, migration and settlements.

 

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Year 4

Knowledge and skills 

Topic Coverage

Chronology, knowledge and understanding of history

When I talk or write about features, events, people and themes from the past, I can include some details.

I can place events, objects, themes and people from my history topic on a timeline.

I can use some “historical period” terms.

I can also use “century”, “decade”, “BC”/”BCE”, “AD”/”CE”

Continuity and change (during and between periods)

I can point out some similarities and differences between aspects of life at different times in the past.

Diversity (within a period)

I can describe some similarities and differences between people (e.g. rich and poor), events and beliefs in the period of history I am studying.

Cause and consequence

I can pick out some reasons for and results of people’s actions and events.

Significance

I can point out which people were historically important.

Using & understanding sources of evidence

I can compare different sources of evidence about a person, object, event or change in history and point out some similarities and differences.

Understanding historical interpretation

I can say which sources (from a selection) are likely to be the most useful for a task.

Communicating ideas in history

I can present my findings about past using my speaking, writing, maths (data handling), ICT, drama and drawing skills.

Explorers: Can you cut the ice?
Ernest Shackleton’s exploration of Antarctica.  Comparisons with modern day explorer, Sir Ranulph Fiennes.

Africa
The Ancient Kingdom of Benin c. AD 900-1300.

Ancient Greece
Ancient Greek society, government, growth of the empire and comparisons between Athens and Sparta.

The Vikings
Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.

Local study – exploring evidence of Viking settlement in Norfolk.

Bronze and Iron Age Britain
Including comparisons between prehistoric and modern day humans and developments in human settlements and farming.

Local study – evidence of Bronze Age settlements in Norfolk.

 

 

 

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Year 5

Knowledge and skills 

Topic Coverage

Chronology, knowledge and understanding of history

When I talk or write about the past, I include detail; I show that I can make some connections with features of other periods I have studied.

I can place a number of events, objects, themes and people from topics I have studied on a timeline.

I can use some dates and historical period terms.

Continuity and change (during and between periods)

I can describe some changes in the historical period I am studying.

Diversity (within a period)

I can describe similarities and differences between some people, events and beliefs in the period of history I am studying.

Cause and consequence

I can suggest reasons for and results of people’s actions and events.

Significance

I can suggest which people were historically important.

Using & understanding sources of evidence

I can comment on the usefulness and accuracy of different sources of evidence.

Understanding historical interpretation

I can identify primary and secondary sources of evidence.

Communicating ideas in history

In my written work, I try to:
organise my answers well
state my conclusions
give reasons for my ideas
use some dates and historical terms

Why were the Romans so successful?
ROMANS ‘Romanisation’ of Britain: the impact of technology, culture and beliefs, including early Christianity.

Raiders or Traders?
SAXONS – Anglo-Saxon invasions, settlements and kingdoms: place names and village life.
Local study – West Stow

Could you ever live in space? History of Space Travel. 
Significant events within living memory.

 

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Year 6

Knowledge and skills 

Topic Coverage

Chronology, knowledge and understanding of history

When I talk or write about the past, I include detail; I include ideas which show some understanding of what things were like before and after this at local, national and world levels

Continuity and change (during and between periods)

I can place historical periods I have studied as well as information about my topic on a timeline.

Diversity (within a period)

I use dates and historical period terms accurately.

Cause and consequence

I can give some reasons for and results of historical events, situations and changes.

Significance

I can suggest which people and causes and consequences of change are more important.

Using & understanding sources of evidence

I can suggest some reasons why there are different accounts and interpretations of the past.

Understanding historical interpretation

I compare sources of evidence to help me identify reliable information.

Communicating ideas in history

My written answers are well rounded with: well organised with clear conclusions
supported by evidence (from my sources) and reasons
make good use of dates and historical terms

Changes
Important People: Charles Darwin and Mary Anning

World War Two
What was the impact on children of WW2?

Lights, Camera Action
What makes a great film?  Study the history of HollywoodResidential trip to the Isle of Wight 
Osborne House and Carisbrooke Castle