Our History Curriculum
Lead by Mrs Doran
St Mary’s History Coverage
History Learning Rationale and Skill Development |
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Throughout pupils’ time at St Mary’s children will develop their historical understanding, research and enquiry skills. We aim to see development and skills progression in the following key areas: · Comparing different periods of time · Using primary and secondary sources · Using artefacts · Creating accurate timelines · Using historical language |
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Year Group |
Topic |
Learning Objectives – Planning and Assessment |
1 |
Victorians Role of class and fairness
Reform Common Good Oppression |
I understand some history of the local area I understand monarchs have power and sometimes this changes I understand how people’s lives have shaped this nation I know Britain has influenced and been influenced by the wider world I can sort artefacts into ‘then’ and ‘now’ I can ask and answer questions about the past I can sequence events and artefacts into a chronological order I can use common words before, after, then and now I can use a range of sources to find out about significant people and why they did things in the past I can begin to identify different ways to represent the past using photos, stories, ICT, drama, timelines, drawing
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2 |
The Dark Ages It’s dangerous in the dark! loss of learning and democracy
Conflict Resilience Faith
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I can observe changes in an aspect of social history (crime and punishment from the Anglo-Saxons to the present) I know the legacy of Greek or Roman culture I can contrast a non-European society that with British history (early Islamic civilization studied through the Crusades) I am beginning to know and understand the history of these islands I can observe and handle a range sources of information to find out about the past I can ask and answer questions about the past to find out answers. I can sequence events, photographs (or art) and artefacts into chronological order I can use common words and phrases related to the passing of time, for example before, after, past, present, then, now. I recognise why people did things and why events happened (developing empathy and understanding) I can compare photographs (paintings, stained glass, tapestries) of people or events in the past, to identify differences in the ways of life.
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3 |
Ancient Egypt How do we know so much about so long ago?
Spirituality Tradition Fairness |
I understand achievements of the earliest civilizations I am starting to understand why empires rise and fall I can use sources of information, including ICT, to find out about events, people and changes I can ask and answer meaningful questions about the past I can sequence several events or artefacts into periods of time I use dates and vocabulary related to the passing of time to place the time studied onto a timeline I can find out about lives of people in the time period studied and compare with our life today I can recognise similarities and differences between periods of time I can compare an aspect of life across early and late times studied.
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4 |
Vikings-Traders and Raiders Is the world ours to explore?
Weakness Power Conflict |
I understand settlement in Britain by Anglo-Saxons and others groups I understand the history of Christianity in Britain I comprehend the Viking and Anglo-Saxon struggle for the Kingdom of England I can create a structured account of history I can use and evaluate sources of information, including ICT, to find out about events, people and changes I can use the relevant material to build up a picture of a past event I can place events, people and changes into correct periods of time on a timeline I can identify key features of people’s lives and of events I can identify and describe reasons for and results of historical events, situations and changes I can identify different ways in which the past is represented and interpreted
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5 |
Space Race Competition between countries, but at what cost?
Media Common good Pride
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I understand changes within living memory (especially to national life) I can recall the lives of significant individuals in the past who have contributed to national and international achievements I understand economic, military and political influences on past events I begin to identify primary and secondary sources I can select and combine relevant information from different sources I can use the evidence collected to build up a picture of life in the time studied I can place events, people and changes into correct periods of time I make comparisons between different times I use dates and vocabulary related to the passing of time, such as modern, ancient, BC, century and decade I examine causes and results of events, and the impact on people I show some understanding that aspects of the past have been represented and interpreted in different ways
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6 |
The Mayan Civilisation Colonialism, discovery and disease
Conquest Exploration Freedom |
I can recall and discuss the lives of significant individuals in the past who have contributed to national and international achievements I try to devise historically valid questions about change, cause, similarity and difference, and significance I understand how our knowledge of the past is constructed from a range of sources I recognise and use primary and secondary sources I can place current study on a timeline in relation to other studies, to sequence up to 10 events I use relevant dates and terms related to the passing of time I can find out about beliefs, behaviour and characteristics of people, recognising differences in views and feelings I can use sources and evidence to support my thoughts about the past I am beginning to make links between past societies and periods I recognise the past is represented and interpreted in different ways, and give reasons for this
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Threads across school |
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What we see in lessons: Access to primary sources Extended writing Different views of the past Connecting history to what happening today/children’s lives
What we see in classrooms: An immersive and exciting display A timeline Artefacts Children’s history work being celebrated
What we see in books: Children describing(KS1) and explaining (KS2) the past Historical language Awareness that the past is presented in a certain way Feedback focusing on the history objective
Outside school: Homework projects or websites to explore School trips to immersive and stimulating venues |
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