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Henry GreenPrimary School

‘Learning Together, Learning For Life’

History

Henry Green Primary School

History Overview

I

Inclusive

Topics and materials are chosen to reflect the history of our diverse community and our children’s ever changing lives.

 

D

deep Learning

Extended Abstract planning focuses on pupils evaluating, justifying and independently exploring all aspects of historical events.

E

engaging

Powerful stimuluses – WOW! moments and Big Finishers, together with visits to historically significant places help engage and inspire pupils.

 

A

Authentic

Authentic learning experiences based around our local history in every year group and our school context feeds into the history curriculum. 

 

S

Schema building

Prior learning is continually referred to, so pupils can build upon existing and make new schemas in order to secure skills and knowledge in their long term memory. 

History INTENT

Our history will inspire pupils’ curiosity to know more about the past in order to shape their future and equip the children to ask perceptive questions, think critically, analyse evidence. It will help pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time.

EYFS INTENT

 

What makes them the same and different to others, how we share and work together. Recalling and sharing significant times and events in their own personal history. 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. (Understanding the World: People and Communities – ELG)

 

 

Autumn

 

Spring

 

Summer

 

 

1

2

1

2

1

2

EYFS

EYFS

All about me

 

 

To have a sense of own immediate family and relations. (UW 22-36 PC)

Celebrations in our community

 

To have similarities and differences from others. (UW 22-36 PC)

Nursery Rhymes and traditional tales

 

To recognise and describe special times or events for family and friends. (UW 30-50 PC)

Superheroes

 

 

To comment and ask questions about aspects of my familiar world. (UW 30-50 W)

 

Growing (Plants)

 

 

To talk about significant events from my experiences. (30-50 PC)

Moving on and Journeys

 

 

To know about similarities and differences among families, communities and traditions. UW (ELG)

 

Key Stage 1

Y1

History: My Family History

What was life like when our grandparents were children?

History: events beyond living memory

Why do we remember fifth of November?

Geography: What will we see on our journey around the world? (Name and locate seven continents and five oceans

History:

Who are the greatest explorers and what did they do?

Geography: Our local area

What is it like where we live?

Geography: Animals and their habitats

Where do our favourite animals live?

Y2

Geography:

How does the weather change during different seasons in the UK?

History: Our local heroes

Who are our local heroes and why should we remember them?

 

Geography: Journeys

Where does our food come from?

History: events beyond living memory

What was life like during and after the Great Fire of London?

Geography: Our Wonderful World

What are the seven wonders of the world?

 

History: Great Inventions

The first flight

How did the first flight change the world?

Key stage 2

Y3

History: From the Stone Age to the Iron Age

How was Britain different during the Stone Age compared to the Iron Age?

Geography: Why is climate important?

How is weather and climate generalised into world climate zones?

 

History: The Romans in Britain

How has the ‘Roman Legacy’ impacted Britain?

Geography: Volcanoes and earthquakes

How and why does a volcano erupt? What are the names of most famous volcanoes?

History:

How has crime and punishment changed over the years?

History: Ancient Egypt

How much did the Ancient Egyptians achieve?

Y4

Geography: Trinidad and Tobago

How does Trinidad and Tobago compare with UK

 

History: Anglo-Saxon settlements

Was the Anglo-Saxon period really a Dark Age?

 

History: Viking invasions What impact did the Vikings have on the UK?

 

History: The Victorians

How do the lives of rich and poor Victorian children compare? 

Geography: Rivers

How are rivers formed?

Geography: North America

How do a variety of states in North America compare?

Y5

History-Ancient Greece

How did the Ancient Greeks influence the western world?

BV

History-Journeys

How migration today links with events in the past?

Geography- Landscape and climate study How does the alps inform polar research?

Study of the Alpine region and polar regions

Geography- UK

Trade links Where do our products come from?

Geography- local area and regeneration

How has our local area changed?

LC

History: Mayans

Why should we remember the Maya?

Y6

History: World War Two

How did the WW1 and WW2 affect the local area?

Geography: The Amazon

Why should the Amazon be protected? 

History: The Tudors

How have the Tudors impacted on life today?

Geography; Protecting the environment

Are we damaging the world?

Sustainability: how to make the school more sustainable

History: How have fashion, culture and music changed over time?

 

Geography:

How will the world look in the future?

                         

Skills and knowledge progression

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Area of study

 

 

 

 

 

  • Understanding the world

 

 

· Changes within living memory.

My family

· Events beyond living memory that are significant nationally or globally.

Gunpowder plot

 · The lives of significant individuals in the past who have contributed to national and international achievements.

Explorers 

· Changes within living memory. Inventions

· Events beyond living memory that are significant nationally or globally.

Great fire of London  

· The lives of significant individuals in the past who have contributed to national and international achievements. Local heroes

· Significant historical events, people and places in their own locality Local heroes and great fire of London

· Changes in Britain from the Stone Age to the Iron Age

·  The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study, Ancient Egypt

The Roman Empire and its impact on Britain

·A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Crime and punishment

·Britain’s settlement by Anglo-Saxons

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

· Local history study

Victorians – Valance house

· A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.

Journeys-migration

· Ancient Greece – a study of Greek life and achievements and their influence on the western world

· A significant turning point in British history WW1

·A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.

Fashion, culture and music

Tudors

· A non-European society that provides contrasts with British history –Mayan civilization c. AD 900;

 · Local history study

WW2

Titanic

Chronological understanding

 

 

 

 

 

  • To talk about past and present events in their own lives and in the lives of family members

· Understand the difference between things that happened in the past and the present.

· Describe things that happened to themselves and other people in the past.

· Order a set of events or objects

· Use a timeline to place important events. · Use words and phrases such as: now, yesterday, last week, when I was younger, a long time ago, a very long time ago, before I was born. When my parents/carers were young

· Understand and use the words past and present when telling others about an event.

· Recount changes in my own life over time.

· Understand how to put people, events and objects in order of when they happened, using a scale the teacher has given me.

· Use a timeline to place important events.

·Understand that a timeline can be divided into BC (Before Christ) and AD (Anno Domini)

· Use a timeline to place historical events in chronological order.

· Describe dates of and order significant events from the period studied

·Understand that a timeline can be divided into BC (Before Christ) and AD (Anno Domini)

· Order significant events and dates on a timeline.

· Describe the main changes in a period in history.

·Understand that a timeline can be divided into BC (Before Christ) and AD (Anno Domini)

· Order significant events, movements and dates on a timeline.

· Explain the main changes in a period in history.

· Order significant events, movements and dates on a timeline. · Identify and compare changes within and across different periods. · Understand how some historical events occurred concurrently in different locations i.e. Ancient Egypt and Prehistoric Britain.

Knowledge and understanding of events, people and changes in the past

 

 

 

 

• To know about similarities and differences between themselves and others, and among families, communities and traditions.

· Recall some facts about people/events before living memory

· Say why people may have acted the way they did.

·Use information to describe the past.

· Describe the differences between then and now.

· Look at evidence to give and explain reasons why people in the past may have acted in the way they did. · Recount the main events from a significant event in history.

·Use evidence to describe the culture and leisure activities from the past.

· Use evidence to describe the clothes, way of life and actions of people in the past.

· Use evidence to describe buildings and their uses of people from the past

·Use evidence to describe what was important to people from the past.

· Use evidence to show how the lives of rich and poor people from the past differed. · Describe similarities and differences between people, events and artefacts studied. · Describe how some of the things I have studied from the past affect/influence life today

·Choose reliable sources of information to find out about the past.

· Give own reasons why changes may have occurred, backed up by evidence.

· Describe similarities and differences between some people, events and artefacts studied

· Describe how historical events studied affect/influence life today.

· Make links between some of the features of past societies. (e.g. religion, houses, society, technology.)

· Choose reliable sources of information to find out about the past.

· Give reasons why changes may have occurred, backed up by evidence.

· Describe similarities and differences between some people, events and artefacts studied.

· Describe how some of the things studied from the past affect/influence life today.

· Make links between some of the features of past societies. (e.g. religion, houses, society, technology.)

Historical interpretation

 

 

 

 

  • Look at books, videos, photographs, pictures and artefacts  

· Look at books, videos, photographs, pictures, museums, galleries, historical sites and artefacts to find out about the past

· Look at and use books and pictures, stories, eye witness accounts, pictures, photographs, artefacts, historic buildings, museums, galleries, historical sites and the internet to find out about the past

·Explore the idea that there are different accounts of history

 

·Look at different versions of the same event in history and identify differences.

· Know that people in the past represent events or ideas in a way that persuades others

· Understand that some evidence from the past is propaganda, opinion or misinformation, and that this affects interpretations of history.

· Give reasons why there may be different accounts of history.

· Evaluate evidence to choose the most reliable forms.

· Evaluate evidence to choose the most reliable forms.

· Know that people both in the past have a point of view and that this can affect interpretation.

· Give clear reasons why there may be different accounts of history, linking this to factual understanding of the past.

Historical enquiry

 

 

 

 

  • Look at objects from the past and begin to ask questions.

· Identify different ways in which the past is represented

· Explore events, look at pictures and ask questions i.e., “Which things are old and which are new?” or “What were people doing?”

· Look at objects from the past and ask questions i.e., “What were they used for?” and try to answer.

· Identify different ways in which the past is represented.

· Ask questions about the past.

· Use a wide range of information to answer questions.

 

· Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites as evidence about the past.

· Ask questions and find answers about the past

· identify and classify documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums or galleries and visits to sites to collect evidence about the past.

· Ask questions and find answers about the past.

· Analyse documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to compare evidence about the past.

· Choose reliable sources of evidence to answer questions, realising that there is often not a single answer to historical questions.

· Investigate own lines of enquiry by posing questions to answer

· Evaluate documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to compare evidence about the past.

· evaluate reliable sources of evidence to answer questions, realising that there is often not a single answer to historical questions.

· hypothesise and investigate own lines of enquiry by posing questions to answer

 

Organisation and communication

 

 

 

  • Identify different objects and begin to sort into groups (i.e. then and now.)
  • Tell stories about the past.
  • Talk, write and draw about things from the past

· Sort events or objects into groups (i.e. then and now.)

· Use timelines to order events or objects.

· Tell and write stories about the past.

· Talk, write and draw about things from the past

· Describe objects, people or events in history.

· Use timelines to order events or objects or place significant people.

 · Communicate ideas about people, objects or events from the past in speaking, writing, drawing, role-play, storytelling and using ICT.

· Outline ideas about the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

· Communicate ideas about the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

· Analyse ideas about from the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

· Plan and present a self-directed project or research about the studied period

· Organise and present ideas about from the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

· Create a self-directed project or research about the studied period.

Subject specific vocabulary

 

 

Content specific see Rising Stars overview for each unit

 Historian history long ago past  present future now

then remember

timeline

order

 

Historian history long ago past present future now

then remember

timeline

order

artefact

century

chronological order

living memory

memories

opinion

fact

source

interpret

enquire/enquiry

 

 

 

Historian history long ago past present future now

then remember

timeline

order

artefact

century

chronological order

living memory

memories

opinion

fact

source

interpret

enquire/enquiry

impact

research

evidence  

experts

significant

recent

lifetime

 

Same KS1, plus:

 

era/period

BCE (Before Common Era)

CE (Common Era)

BC (Before Christ)

AD (Anno Domini)

archaeologists / archaeology 

museum

pre-history

bias

excavate

 

 impact

era/period

BCE (Before Common Era)

CE (Common Era)

BC (Before Christ)

AD (Anno Domini)

archaeologists / archaeology 

museum

pre-history

bias

excavate

 effects

consequences change

continuity

cause / causation

infer

suggest

conclusion

impact

era/period

BCE (Before Common Era)

CE (Common Era)

BC (Before Christ)

AD (Anno Domini)

archaeologists / archaeology 

museum

pre-history

bias

excavate

effects

consequences change

continuity

cause / causation

infer

suggest

conclusion

primary

source/evidence

secondary

source/evidence

reliable

extent of change

extent of continuity

evaluate

reliable

eye-witness

Monarchy

impact

era/period

BCE (Before Common Era)

CE (Common Era)

BC (Before Christ)

AD (Anno Domini)

archaeologists / archaeology 

museum

pre-history

bias

excavate

effects

consequences change

continuity

cause / causation

infer

suggest

conclusion

primary

source/evidence

secondary

source/evidence

reliable

extent of change

extent of continuity

evaluate

reliable

eye-witness

Monarchy

legacy

ambiguous

consequences

omits

decade

 

 

 

 

 

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