Curriculum Overview - History Whole School - Cycle 2 2020 2021 - Castle View Primary ...
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Curriculum Overview – History
Whole School - Cycle 2
2020 - 2021
INTENT
Our aim is to ignite and stimulate children’s creative curiosity to develop an appreciation for the past that will help children understand who they are, and how their environment and the
world has changed over time. Our teaching will equip children with the skills to ask enquiry questions, think critically, weigh evidence, sift arguments, and develop perspective and
judgement. Children will be taught how events in the past have influenced and shaped our lives today and learn an appreciation for previous generations. In school, we will, through the
effective teaching and learning of the knowledge, skills and understanding of history, help all children develop an understanding of Britain’s past and the wider world, exploring time,
place, people and events. We will use the National Curriculum History Guidelines as the basis for our planning and we will make meaningful links with our understanding of the children
we teach.
Research Theme 1 Research Theme 2
Themes to be identified following lines of enquiry from children.
EYFS Historical Knowledge
Chronological understanding
To know that history is when we study things that have already happened.
To understand that things that have already happened are in the past.
To know that the past goes beyond yesterday or earlier today.
Range and depth of historical knowledge
To recount events in stories about the past.
To know that they were a baby in the past and how they are different now.
Historical skills
Chronological skills
To sequence events that have happened on that day, saying which happened first/last.
To discuss the order of events in simple stories.
Discuss how and why some characters look different in stories about the past.
Discuss some historical objects in stories about the past. E.g. Spinning wheel in Sleeping Beauty.
Historical enquiry
To ask simple questions about the order of events- What happened first? What happened after that?
Give instructions in chronological order for simple tasks- building blocks, making porridge for Goldilocks etc.
Following children’s interests and use images from the past to compare with the present.
Organisation and communication
Discussions - simple time line of events in a story.
To explain how they are different now from when they were a baby and discuss how they have changed.Key vocabulary - Before, after, past, history, then, now, after that, yesterday, today, tomorrow, first, when, change/changed
Sticky Sticky Knowledge
Knowledge –
EYFS • History is about things that have already happened.
• Yesterday is the day before today.
• We were babies in the past.
• Our parents were born before us.
• Tomorrow is the day after today.
Kings & Queens – Our Monarchy Old & New – Transport
Year 1
Historical Knowledge Historical Knowledge
• To know that history is when we study what has happened in the past by looking at • To look at the history of transport and understand how transport has changed
particular events and people. over time – with links to technology.
• To understand that the Royal Family make up the Monarchy. • To understand that some modern transport uses electricity.
• To know that there is a history of Monarchs and the Monarchy. • To know that there was no electricity in the past.
• To know who the Royal Family are currently - Queen Elizabeth (current Monarch), • To use artefacts to understand that some objects came from the past.
Prince Charles and Prince William. • To be able to give simple reasons for objects belonging to the past or present.
• To know that they reign over the United Kingdom. • To understand that other people will have different time lines – Is your younger
• To understand what a reign is. sister’s timeline longer or shorter than yours? Is your nan’s timeline longer or
• To understand how they (themselves) have changed over time – order images of life. shorter?
• To know that a timeline is a way of showing things that have happened in an order,
over a certain length of time – timeline of birthdays. Historical Skills
• To know how the Monarchy has changed over time – for example their ability to • To be able to group transport depending on whether they are from the past or
make decisions that impact day to day life compared to previous monarchs. present.
• To be able to explain why a particular mode of transport is from a particular time
Historical Skills period. I.e. a steam train is older because it does not run on electricity.
• To be able to categorise images from the past and present. Use of photographs and • To use artefacts to understand that some objects come from the past and
paintings to build discussion of the past and present. question this understanding.
• To order images of their own life (so far), giving simple reasons for the placement of • Link with Home for the Elderly – Ask other people about transport they used to
images. use and discuss the differences.
• To create a simple timeline of Queen Elizabeth’s life.
• To create a family tree to show who is in a family.
Key Vocabulary – Monarchy, Monarch, Queen, King, Prince, reign, timeline, Key Vocabulary – then, now, past, same, different, change, changed,
events, change, family tree timeline, time, technology, electricity, transport, vehicle, artefact
Sticky Sticky Knowledge Sticky Knowledge
Knowledge –
Year 1 • History is when we study what has happened in the past by looking at particular • Transport from the past did not use electricity.
events and people.• Queen Elizabeth became (was crowned) Queen on (June 2nd) 1953. • The first steam train used to carry people was built in 1825 and invented by
• The crown is a symbol of Royalty. George Stephenson.
• The Royal Family make up a Monarchy · Prince Philip is the Queen’s husband, Prince • In the past, trains ran on coal and it was put into the engine by hand.
Charles is one of the Queen’s children, Prince William is one of the Queen’s • Electricity began to be used during the 1800s.
Grandchildren and Princess Charlotte is one of the Queen’s Great Grandchildren. • Most trains are now electric trains.
• Queen Elizabeth lives in Buckingham Palace. • Transport has changed as technology has improved.
• Three Queens of England are Queen Elizabeth I, Queen Victoria, Queen Elizabeth II • An artefact is an object from the past.
• A timeline is a way of showing events that have happened in time order.
The Gunpowder Plot – Guy Fawkes - 1605 Famous Faces – Mary Anning – 1799 - 1847
Year
Historical Knowledge Historical Knowledge
2 • To know what makes a significant event – An event that changed how people lived • To know that time can be grouped into chunks and this helps to break up and
their lives. understand different points in time.
• To learn and recall significant dates for The Gunpowder Plot – 5th November 1605. • To understand why certain chunks of time are important to learn from.
• To understand that a significant event can happen over a number of days. • To understand that Mary Anning discovered fossils and is remembered for her
• To know that the monarch of the time was King James I. discovery which has helped scientists understand more about dinosaurs.
• To know who Robert Catesby was – leader of the plot. • To learn about the life of Mary Anning including when she was born (21st May
• To know why Guy Fawkes is famous for his involvement with the plot – he was found 1799), when she made her first discovery (1810/1811) and when she died (1847
in the cellar with the barrels of gunpowder. aged 47).
• To know that 5th November was created into a National Holiday to remind people of • To know that Mary Anning discovered three main types of fossilised dinosaurs.
the betrayal that happened. Ichthyosaur (1810/1811), Plesiosaurus (1823) and Pterodactylus (1828).
• To know that an account can be used as a source of information about historical
events. Historical Skills
• To understand that chronology is a word used in history to explain that something is • To add the event to the simple class timeline from the present day.
going in time order. • To build on previous learning of monarchs and place King George III & Queen
Victoria on a timeline (reigning monarch when Mary Anning was born and when
Historical Skills she died).
• To plot the event on a simple timeline from the present day. • To be able to use a range of sources to decide what life would have been like
• To create a timeline of events of The Gunpowder plot. when Mary Anning was younger. Did she attend school? What did her mother
• To be able to place King James I on a timeline with previous monarchs studied. and father do?
• To compare other accounts of events during The Gunpowder plot, looking at different • To be able to present findings from enquiry in a range of different ways – link
viewpoints – the King’s view point compared to Robert Catesby point of view. with computing curriculum.
Use http://www.roperywalk.durham.sch.uk/wp-
content/uploads/sites/173/2018/09/Gunpowder-Plot-Timeline-for-Knowledge- Use https://www.bbc.co.uk/bitesize/topics/zd8fv9q/articles/zf6vb82
organiser.pdf
Key Vocabulary – disaster, London, past, present, timeline, chronology(time Key Vocabulary – fossils, discovery, scientists, dinosaur, Ichthyosaur,
order), monarchy, account, Houses of Parliament, Plesiosaurus, Pterodactyls, famous, source,Sticky Sticky Knowledge Sticky Knowledge
Knowledge –
Year 2 • Chronology is a word used in history to explain that something is going in time order. • Time can be grouped into chunks and this helps to break up and understand
• A significant event in history is an event that changed how people lived their lives. different points in time.
• Robert Catesby was the man who created the plot. • A significant figure is someone who did something that is considered a significant
• Guy Fawkes was found in the cellar of the Houses of Parliament with 36 barrels of event.
gunpowder and so he was arrested. • A famous person is someone known by many.
• The Gunpowder Plot happened during the night of November 5th 1605. • Mary Anning is famous for discovering three main types of fossilised dinosaurs.
• Guy Fawkes was born in 1570 and died on 31st January 1606. • Mary Anning was born (21st May) 1799.
• King James I reigned during this time. • Mary Anning was born in Lyme Regis, Dorset.
• The Houses of Parliament are in London. • She made her first discovery 1810/1811.
• On November 5th every year we remember this significant event by celebrating • She died 1847 (aged 47).
Bonfire Night.
• We use fireworks to represent the explosion the disaster would have caused if they
had succeeded.
Iron Age Britain – 800 BC – 43AD Ancient Greece – 1,200BC – 146BC
Year
Historical Knowledge
3/4 • To understand that an era is an amount of time that relates to the rule of a particular
Historical Knowledge
• To know what a civilisation is in relation to Ancient Greece. Why was Ancient
person. Greece considered more civilised than previous times?
• To understand that a period in time relates to the start and end of significant events – • To know that Ancient Greece can be split into different periods. The last Archaic
link back to previous work in Year2. period (750BC – 500 BC), Classical Period (500BC – 336BC) and Hellenistic Period
• To understand that history can be split into decades and centuries – a decade (336BC – 146BC).
represents the passing of ten years and a century represents the passing of 100 years. • To recall significant events from Ancient Grecian times – Introduction of the
These are used to help people discuss when something happened – refer back to Year Olympic Games (776BC), Coin currency introduction (600BC), Alexander the
2 The Gunpowder plot/The Great Fire of London happened in the 17th century. Great came to power (336BC) and the invasion of the Romans (146BC).
• To understand the term chronology and begin to use this more confidently to express • To understand religion in Ancient Greek times and the impact this had on people
events that happened during the Iron Age period. and their day to day rituals e.g. Greek Gods and sacrifice.
• To understand that The Stone Age happened first, The Bronze Age happened second
and The Iron Age happened last chronologically. Historical Skills
• To recall significant events from the Iron Age – 800BC – iron was used, 500 BC Celtic • To use a range of sources to compare Ancient Greece to the Iron Age.
people arrive in Britain from central Europe, 400BC/300BC rotatory quern arrives in • To understand that enquiry is when we ask questions about the past.
Britain (tool to grind grain to make flour)
• To compare timelines from the Iron Age to Ancient Greece and understand that
• To know what life was like for a person during The Iron Age. they were happening during some of the same time.
• To know how Iron Age people created hillforts and houses. • To use a range of sources to discuss what life must have been like in the Ancient
Greek times.
Historical Skills • Use sources to draw a range of questions i.e Why did they create the Olympics
• To determine if previous historical studies were periods in time or eras in time. Games?
• To recall and discuss dates/periods of time previous studied e.g. The Gunpowder plot, • To create a timeline following the rule of Alexander the Great including dates.
The Great Fire of London, The Victorians, Famous Faces links.• To be able to order significant events that have happened within the Iron Age.
• To be able to compare the Iron Age time to that of life in the 16th century – looking at
what is the same and what is different.
• To able to present information on a given topic using a variety of sources – link with
computing curriculum.
Key Vocabulary – century, era, decade, period, hunting, wattle and daub, round Key Vocabulary – civilisation, deities, Olympians, currency, temple,
house, hill forts, clan, Celts, rotatory quern, metal democracy, Archaic, classical, Hellenistic, Ancient, enquiry
Sticky Sticky Knowledge Sticky Knowledge
Knowledge –
Year 3/4 • An era is a period of time that relates to the rule of a significant person. • To know that ancient means very old.
• A period in time relates to the start and end of significant events. • To know that ancient times relates to a time a long time ago.
• A decade is 10 years long. • Athens was the birthplace of democracy and all citizens were allowed to vote ·
• A century is 100 years long. • The Ancient Greeks invented the theatre; they were semi-circular and open air;
• BC means ‘Before Christ’ and years start off higher and count down towards 0. in the centre was the orchestra and they wore masks. ·
• 776 BC First Olympics; It took place in Olympia in honour of Zeus. ·
• Iron Age Britain followed on from Bronze Age/Stone Age Britain in 800BC.
• They believed in many different gods; temples were built for them and they
• It is called the Iron Age because people used iron to make tools and weapons.
were home to statues of gods.
• People learnt how to use iron around 800BC and used it to make tools and weapons.
• The 12 Olympians were the major deities of the Ancient Greek times.
• People lived in clans that belonged to tribes led by warrior kings. • The Acropolis is the high hill in Athens, that the Parthenon, an old temple, sits
• People lived in hill forts to keep safe from attacks. on.
• Wattle and daub was used to make the walls of a round house which people lived in. • Alexander the Great came to power in 336 BC.
Here comes the Roman Empire – Army and invasion – Roman Britain 43AD – Vikings (800AD – 1066AD) v Anglo Saxons (450AD – 1066AD)
Year 410AD
4/5 Historical Knowledge
Historical Knowledge
• To notice similarities and differences between the Vikings and the Anglo – Saxon
• To know that BC came before AD. Time periods previously studied came in the BC reign.
time and Romans came in the AD time. • To compare timelines from the Anglo Saxons to the Vikings and understand that
• To be able to describe when different events in history happened using words relating they were happening during some of the same time. Vikings were around during
to time – e.g. The Victorians were around in the 16th century. the end of the Anglo Saxon times.
• To be able to recall significant events from the Roman Britain era chronologically. • To evaluate the interpretations of history based on Saxon views and Viking
• To be able to explain why the Romans and Queen Boudica had different views. views.
• To be able to explain how Britain changed as a nation during the Roman Britain era – • To understand why the Vikings invaded Britain during the Anglo Saxon period.
new towns, plants, animals, religion, reading and counting. https://www.bbc.co.uk/bitesize/topics/zxsbcdm/articles/z8q487h
• To explain why the Roman Army was so successful. • To compare a Viking soldiers with an Anglo-Saxon soldier.
• Romans built roads all across the landscape – over 10,000 miles of road. They made
these roads straight as to make it quicker to travel. Historical Skills
• To understand why Hadrian’s wall would have been built in 122AD by Emperor • To create a timeline of previous time periods studied and add on the Anglo –
Hadrian which was built between Roman Britain and Scotland. Saxon and Viking periods.
• To create a timeline of Alfred the Great’s life.
Historical Skills https://www.theschoolrun.com/homework-help/alfred-the-great• To place previous time periods studied on a timeline – Stone Age/Iron Age, Ancient • To create a timeline of Eric Bloodaxe’s life (the last Viking King).
Egypt/Ancient Greece build in links to KS1 knowledge – begin to acknowledge the https://www.theschoolrun.com/homework-help/vikings
geography of these events in why time periods cross over. • To use a variety of sources to inform questions which demonstrate a curiosity
• To place significant events from the Roman Britain era on a timeline. into particular events. E.g. - show an image of a Viking Longship – What could
• To be able to use a variety of sources to develop historical enquiry i.e. What questions have happened here? Why do you think this was?
would be asked after learning that the tribes would often go to war with each other?
• To be able to compare life in the Roman Britain time to that of a time period
previously studied – Victorians/Ancient Egypt/Stone Age/Iron Age/Ancient Greece.
• To be able to present information in a variety of ways depending on the information
that has been gathered.
Key Vocabulary – AD, BC, century, decade, emperor, army, legions, Latin, invaded, Key Vocabulary – Northumbria, Mercia, Wessex, Kent and East Anglia, longboats,
Celts, Roman Viking, Anglo Saxon, raid
Sticky Sticky Knowledge Sticky Knowledge
Knowledge –
Year 4/5 • AD stands for ‘Anno Domini’. Years start from 0 and count upwards. • The Anglo-Saxons invaded in 450AD were made up of three tribes: the Angles;
• The Romans invaded Britain in 43AD because they wanted Britain’s precious metals. Saxons; and Jutes. They came from Germany, Denmark and Holland. ·
• The Roman Emperor Claudius ruled the Romans when they invaded Britain. • There were 5 important Anglo-Saxon Kingdoms. Northumbria, Mercia, Wessex,
• Queen Boudica led to Iceni tribe of Celts to fight the Romans in 60AD. Kent and East Anglia. ·
• Queen Boudica was defeated in 61AD at the Battle of Watling Street. • The name ‘Angles’ eventually became ‘English’ and their land became ‘England’.
• Romans built roads across Britain. They gave us names of towns.
• Hadrian’s Wall was built in 122AD. • 793AD Vikings invaded and attacked Lindisfarne
• The Romans left Britain in 410AD. • Alfred the Great was the King of Wessex; he defeated the Vikings at the Battle of
Edington in 878AD. ·
• In 954AD, the last Viking King in England (Eric) was forced out of Jorvik. ·
• Edward the Confessor became King of England in 1042 ·
• The Saxons regained power until 1066/Battle of Hastings
Captivity v Freedom – Slave Trade in Liverpool (1500 – 1900) Living History – Monarchy and how they have shaped Britain
Year
Historical Knowledge
5/6 • To know when the slave trade began and ended.
Historical Knowledge
• To discuss chronology clearly and have a good understanding of how time has
• To be able to put significant events of slavery on a timeline e.g. first voyage for slaves, passed since the slave trade and what might happen in the future.
abolition of slavery act. • To look at how Britain has changed over time due to different monarchs being in
• To be able to make links to geographical locations e.g. find out where people power. Has this always been a positive change? Recap knowledge of previous
enslaved would have come from and where they were taken – Mostly Western Africa rulers – Anglo Saxons, Vikings etc.
and Central Africa and were shipped across the Americas. • To understand the impact this has had on how we live our lives – Are the
• To understand the impact that this has left upon people – slave museums, monarchy as important as they used to be?
discrimination, culture. • To name British Monarchs from the past and present and look at their impact
• To name significant people relating to the slave trade and their impact of the slave and influence on Britain.
trade e.g. Sir John Hawkins, William Willberforce• To look at the successional line of monarchs and where the monarchy will move
Historical Skills to.
• To create an accurate timeline of all previous time periods studied.
• To create an accurate timeline of significant events during the time of slavery. Historical Skills
• Discuss similarities and differences between a time period studied and the times of • To use a variety of sources from the past to draw conclusions from. What was
slavery. What was life like for people? Can you make any connections with other time life like in the past for people who lived within the reign of different monarchs?
periods? Roman invading Britain. Can you find trends with invasions and being taken • To use knowledge of other events to decide on what life could have been like –
over? during invasions.
• To use sources within lessons and decide if the source is reliable/factual to the time. • To create a timeline of the British Monarchy over the past 200 years.
• To use sources to draw conclusions about the time periods. https://www.timetoast.com/timelines/the-last-200-years-of-british-royalty
• To decide on an area of interest within the slave trade and research this • To make connections with previous time periods studied and look at its effect on
independently and prepare a presentation to present your findings. our local area – Victorian era industrialised areas.
• To decide on an area of interest within the monarchy and research this
independently and prepare a presentation to present your findings. Past,
present or future.
• Link with Home for the Elderly – Ask questions to others about monarch from
their past? What do they think the future will hold? What is their opinion of the
royal family?
Key Vocabulary - abolishment, slavery, trade, voyage, transatlantic, freedom, Key Vocabulary – monarchy, succession, Windsor, descent, impact, residence
captivity, William Wilberforce, Sir John Hawkins.
Sticky Sticky Knowledge Sticky Knowledge
Knowledge –
Year 5/6 • Sir John Hawkins became the first English slave trader in 1562. • Queen Elizabeth was crowned Queen on June 2nd, 1953 and has been queen for
• The Royal African Company was formed in 1672 to control the English slave trade. 68 years.
• Britain became the largest slave trading country in the world in 1730. • Queen Elizabeth is the longest reigning monarch.
• Liverpool became Europe’s number one slave port by the 1740s. • Queen Victoria reigned for 63 years and is the second longest reigning monarch.
• William Wilberforce presented the first abolition bill to the House of Common in 1790 • Prince Charles will succeed Queen Elizabeth.
but it was rejected. • Buckingham Palace is the official London residence of the reigning British
• The Abolition of Slavery Act was passed in 1833 but did not come into force until Monarch.
1834. • The surname of members of the Royal family is Windsor.
• By 1838 all enslaved people in the Caribbean were given back their freedom. • The Royal Family is of German descent.
• Other famous monarchs are Henry VIII, Queen Victoria, Queen Elizabeth I, Alfred
the Great and William the Conqueror.Timeline technology – computer suite
Class display timelines – where you place the periods/era that you study. All timelines same size.
Whole school timeline – hall
Timeline progression
Year 1 – images used within the timeline
Year 2 – images with years
Year 3 – years and dates
Year 4 – Years and dates with some explanation of events.
Year 5 – Years and dates with detailed explanation of events.
Year 6 – All of the above along with an accurate measured timeline showing equal distances between points on the timeline.You can also read
