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F1F21?2?3?4?5?6?Chronology Chronology?Sequencing words, such as?such as now, next,?can be used to order information chronologically.?Chronology?Sequencing words, such as?early, later, past, when and time?can be used to order information chronologically.?Chronology?Sequencing words,?such as long ago, present, old and modern?can be used to order information chronologically.?Chronology?A timeline is a display of events, people or objects in chronological order. A timeline can show different periods of time, from a few years to millions of years.?Chronology?Dates and events can be sequenced on a timeline using AD or BC. AD dates become larger the closer they get to the present day. BC dates become larger the further away they get from the present day. The year 0 AD marks the birth of Christ in the Gregorian calendar.?Chronology?Key changes and events of historical periods can be placed on a timeline, such as the dates of changes in leadership, key battles and invasions, achievements, scientific developments and deaths.?Chronology?Different world history civilisations existed before, after and alongside others. For example, the ancient Sumer existed from 4500 BC to 1990 BC and the ancient Egyptians from 3100 BC to 332 BC.?Chronology?Timelines demonstrate the chronology and links between key civilisations, events and significant inventions in world history.?Compare and Contrast??To?know that some things are?old?and some are new.??Compare and Contrast??To know?that there are similarities and differences between new and old objects and the changes that might happen.???Compare and Contrast??Identifying similarities and differences helps us to make comparisons between life now and in the past.?Compare and Contrast?A historical period is an era or a passage of time that happened in the past. For example, Great Fire of London is a period in British history.?Compare and Contrast?Throughout history, common areas of human concern include the need for food, survival, shelter and warmth; the accumulation of power and wealth and the development of technology.?Compare and Contrast?Aspects of history that can be?compared and contrasted?include rulers and monarchs, everyday life, homes and work, technology and innovation.?Compare and Contrast?Aspects of history that can be?compared and contrasted?include rulers and monarchs, everyday life, homes and work, technology and innovation.?Compare and Contrast?Common aspects of history, such as leadership, belief, lifestyle and significant events, are features of different historical time periods. Many of these threads have features in common, such as the invasion of a country by a leader and an army, but may also have differences, such as the success of an invasion.?Significance??Significant?events?Significant events are in living memory?and relevant to their own experiences. These include?special events such as?birthdays, Christmas or new members of the family.??Significant?events?Significant events are in living memory?and relevant to their own experiences. These include birthdays, Christmas or new members of the family.?Key features may include simple dates and who it involved.??Significant?events?Significant historical events include those that cause great change for large numbers of people. Key features of significant historical events include the date it happened, the people and places involved.?Significant?events?Significant historical events include those that cause great change for large numbers of people. Key features of significant historical events include the date it happened, the people and places involved and the consequences of the event.?Significant?events?The causes of a significant event are the things that make the event happen and directly lead up to the event. The consequences of a significant event happen after the event and can be short-term, such as people being killed in a battle, or long-term, such as the change in language and society after an invasion.?Significant?events?The consequences of a significant event happen after the event and can be short-term, such as people being killed in a battle, or long-term, such as the change in language and society after an invasion. Legacies can be created from these events and greatly influence lives for years to come.??Significant?events?Aspects of history are significant because they had an impact on a vast number of people, are remembered and commemorated or influence the way we live today.?Significant?events?Historical narratives can include descriptions of long and short-term causes and consequences of an event; highlight the actions of significant individuals and explain how significant events caused great change over time.?Significant?People?Significant individuals?are people who are?familiar in their lives such as family, friends.?Significant?People?Significant individuals?are people who are?familiar?in their lives such as family,?friends?or teachers. They know similarities between their own significant people and those of others.??Significant?People?Significant individuals have helped people, stood up for their beliefs, made discoveries or provided leadership. Significant individuals in history include Neil Armstrong.?Significant?People?The impact of significant historical individuals can include greater knowledge of the world, improvements to local or national life and personal achievements. Significant individuals include Tim Berners-Lee and Alexander Bell. ?Significant?People?People become historically significant when their actions have created change over time, changed human thinking or their individual lives have highlighted the struggles of a larger group of people. Significant people are also usually remembered and celebrated during or after their lifetimes.?Significant?People?A profile of a leader can include their significant achievements, the events in which they played a part, the opinions of others about the person and the positive or negative consequences of their actions.?Significant?People?Beliefs can prompt an individual to?take action, such as to fight for change, fight wars, oppress or free individuals or groups of people, create temples and tombs and protest against injustice.?Significant?People?Decisions can be made for a variety of reasons, including belief, lack of options, cultural influences and personal gain. Decisions are influenced by the cultural context of the day, which may be different to the cultural context today, and should be?taken into account?when making a judgement about the actions of historical individuals.?LegacyChanges over time?To know that people and objects?may?change over time.?Changes over time?To know that people and objects?may?change over time.??Changes over time?Changes within living memory have happened over the last 100 years and include technology, exploration, workplaces, houses and jobs, leisure, family and social structures.?Changes over time??Life has changed over time due to changes in technology, inventions, society, use of materials, land use and new ideas about how things should be done.?Changes over time??Aspects of history that can change over time include rule and government, jobs, health, art and culture, everyday life and technology.?Changes over time??Changes over time can happen rapidly or slowly and are affected by the desire for people to change, their beliefs, the availability of resources and technology, and social and economic circumstances.?Changes over time??Continuity is the concept that aspects of life, such as rule and government, everyday life, settlements and beliefs, stay the same over time. Change is the concept that these aspects either progress or become bigger, better or more important, or decline and become smaller, worse or less important.?Changes over time??The causes of significant events can be long-term and revolve around set ideologies, institutions, oppression and living conditions or short-term, revolving around the immediate motivations and actions of individuals or groups of people. These long and short-term causes can lead to a variety of consequences for individuals, small groups of people or?society as a whole.?Vocabulary Foundation StageChildren?will talk about past and present events in their own lives and in the lives of family members.??Children?will understand about similarities and differences between themselves and others, as well as?among families, communities and traditions.??Little learners: next, now?Nursery: day, night, after, before?Reception: early, later, past, when, time?National Curriculum StatementComponentsCompositesVocabularyYear 1Pupils should be taught about: changes within living memory.Toys1.1 To know about the concept of the past and use this knowledge to make comparisons between life now and in the past.? (parents and grandparents toys) 1.2 To know about a variety of Victorian toys and what materials they have been made from. 1.3 To know about toys from the past and present [materials – linked to science, uses, legacy of technology]?and can compare the similarities and differences.1.4 To understand the concept of chronology to place artefacts in a chronological framework.1.16 To create a display for the school timeline that compares and describe toys that they would play with, their parents would play with and their grandparents would play with. pastwhenlong agopresenteventoldmodernChronology1.17 To be able to use sequencing words (see key vocabulary) to order information chronologically.?Legacy 1.18 To know why changes within living memory (linked to toys) have happened over the last 100 years.Victorian grandparentsparents wooden metal plastic Pupils should be taught about: events beyond living memory that are significant nationallyBonfire Night/ Remembrance Day1.5 To know about significant historical events (Gun Powder Plot), people (Guy Fawkes) and places (London). [link to GFL – same period of time – 2.6]1.6 To know about significant historical events (Gun Powder Plot), using parts of stories to show that they know and understand key features of the events. 1.7 To know about significant historical events (Remembrance Day why and what it is). 1.8 Children will know about significant historical event (Remembrance Day and why it is important) and its importance to a great number of people. 1.9 To know about significant historical events and how that impacts on their life today. (Linked to WW1 Modern nurses, war). 1.10 To ?have the knowledge of historical changes of nurses which enables them to be put in a chronological framework.?? [Nurses and war in preparation for Florence Nightingale – 1.11]1.19 To demonstrate knowledge as part of a quiz with parents. pastpresenteventmodern artefactexhibitslong agoChronology1.20 A timeline is a display of events, people or objects in chronological order.Legacy 1.21 To know why changes within living memory (Gun power plot ? bonfire night & end of WW1 ? Remembrance day) have happened over the last 100 years.London Gun Power PlotGuy Fawkes Remembrance Day World War 1soldiersnurseswarSignificant People and events 1.22 To be know the importance of significant historical events and how they impacted the individuals involved.Pupils should be taught about: significant historical events, people and places in their own locality.Florence Nightingale1.11 To know about significant historical events (Crimean War), people (Florence Nightingale) and places (Derbyshire, Crimean Peninsula). [Derbyshire links – Y3 Eyam 3.1 & Y6 Matlock- 6.12]1.12 To know about significant historical events (Florence Nightingales actions), using parts of stories to show that they know and understand key features of the events. 1.13 To know why people (Florence Nightingale) did things and what happened as a result of actions or events.1.14 To know why Florence Nightingale was an important, local historical figure. (changed the role of nursing in hospitals, and was a key figure in introducing new professional training standards, improved hygiene standards) [science? hygiene? Where is this?]1.15 To know how Florence Nightingale impacted on Derbyshire and lives today. (hospital and hygiene, 3 statues in Derby, Stained Glass window in St Peters Church, Macmilliam Unit named after her)1.23 To create a fact file about Florence Nightingale and what her legacy is. pastpresenteventmodern artefactexhibitslong agoChronology1.24 To know changes within living memory have happened over the last 100 years and include healthcare and nursing. Legacy 1.25 To know the people and events cause great change (in this case positive) for large numbers of people.soldiersnurseswarFlorence NightingaleCrimean WarDerbyshireCrimean Peninsula hygiene Significant People and events 1.26 To know that Florence Nightingale is a significant person in history. 1.27 To know significant individuals have helped people, stood up for their beliefs, made discoveries or provided leadership.Year 2Pupils should be taught about: significant historical events, people and places in their own locality.Derby ~ Now/then2.1 To know a historical period is an era or a passage of time that happened in the past. 2.2 To know how to use precise vocabulary to describe pictures from years ago. [Y1/Y2 Spring 1 ~ Geo]2.3 To know historical changes which enables to put pictures of Debry in a chronological framework. 2.4 To know about different periods of time and can identify the similarities and differences. 2.5 To know about the history of the local community and can articulate the impact of periods in time on their life. 2.5 To know about the history of the local community and can articulate how national life impacted those changes. (Why the racecourse is no longer a racecourse!) [Y4 Romans – 4.4]2.18 To create a display for the school timeline that display Derby in chronological order. Showing how life has changed over time due to changes in inventions and society.pastpresenteventmodern artefactexhibitslong ago years ago change impactChronology?2.19 A timeline is a display of events, people or objects in chronological order.Legacy2.20 Life has changed over time due to changes in technology, inventions, society, use of materials, land use and new ideas about how things should be done.Derby bakerybuildingscarsroadstransportPupils should be taught about: events beyond living memory that are significant nationally or globally.The Great Fire of London2.6 To know about significant historical events (Great Fire of London), using parts of stories to show that they know and understand key features of the events. [Y1 Bonfire Night ~ same era – 1.5]2.7 To know a historical period is an era or a passage of time that happened in the past.2.8 To know know about significant historical events (GFL) and significant historical person (Samuel Pepys) 2.9 To know the chronology of a significant historical event (GFL)., using a primary source. (Samuel Pepys Diary) 2.10To know about significant historical events and how that impacts on their life today. (London now and then – housing/ Monument) 2.11 To know about significant historical events and how that impacts on their life today. (Fire Brigade then and now – how we keep safe now) 2.21 To demonstrate knowledge as part of a quiz with parents. Drawing on their chronological events of the GFL, significant people and the impact this had. pastpresenteventmodern artefactexhibitslong ago years ago change impactnationallocalpopulationimpactchangeChronology2.22 A timeline is a display of events, people or objects in chronological order.Legacy 2.23 To know historical events include those that cause great change for large numbers of people. Significant People and events 2.24 To be know the importance of significant historical events and how they impacted the individuals involved.Samuel Pepys Great Fire of London Pudding Lane St Pauls Cathedral narrowleatherLondon [Y1]River ThamesPupils should be taught about: the lives of significant individuals in the past who have contributed to national and international achievements.Inventors 2.12 To know how people communicated with each other in the past. 2.13 To know about significant historical events (Invention of the telephone) and people (Alexander Bell) 2.14 To know what happened as a result of people’s actions or events and that how that impacts on life today. 2.15 To know about significant historical events (Invention of the internet) and people (Tim Berners-Lee) [5.14 – technology]2.16 To know what happened as a result of people’s actions or events and how that impacts on life today.2.17 To know the similarities and differences between ways of life in different periods, including their own lives.2.25 To write a letter to Tim Berners-Lee and explain how his actions have impacted on their lives today. pastpresenteventmodern artefactexhibitslong ago years ago change impactnationallocalpopulationimpactchangeChronology2.26 A timeline is a display of events, people or objects in chronological order.Legacy 2.27 Life has changed over time due to changes in technology, inventions, society, use of materials, land use and new ideas about how things should be done.Significant People and events 2.28 To know the impact of significant historical individuals can include greater knowledge of the world, improvements to local or national life and personal achievements.invention Tim Berners-LeeAlexander Bell telephoneinternet Year 3Pupils should be taught about: a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.The Plague – Eyam 3.1 To know where the plague fits in within a chronological framework. 3.2 To know the chronology of the plague.3.3 To know the symptoms of the plague and how people tried to treat these. 3.4 To know what happened to the villagers to the Eyam and why. 3.5 To know the impact of the plague and it impact it had on the village of?Eyam.?[Links to the GFL Y2 – 2.6/ Geo Spring 2 Y2]3.17 To create a display for the school timeline including a timeline of the events of the Plague. Display to explain why the plague had a significant impact on the village of Eyam. long agopresenteventoldnewyears agomodernchangeimpactartefactchronology eraCE (common era)Chronology3.18 Dates and events can be sequenced on a timeline.Legacy 3.19 To know causes of a significant event are the things that make the event happen and directly lead up to the event. The consequences of a significant event happen after the event and can be short-term e.g. the ostracism of Eyam ostracismtradeEyamdisease,William Monpessen plague LondonPupils should be taught about: the achievements of the earliest civilizations Ancient Egyptians3.6 To know where the Ancient Egyptians are placed within a chronological framework.?I know how we have knowledge of events that happened so long ago.????3.7 To know the chronology of events during the Ancient Egyptian Era.?3.8 To know facts about the life of Tutankhamun?and how we gained this knowledge.??3.9 To know about mummification and can ask historically valid questions.??3.10 To know how the lives of slaves differed from those of kings and can ask historically valid questions.3.20 To demonstrate knowledge as part of a quiz with parents. Children to demonstrate their knowledge of the achievement of the Egyptians and the legacy of this early civilization. long agopresenteventoldnewyears agomodernchangeimpactartefactchronology eraCE (common era)ancient evidence Chronology3.21 To know a timeline is a display of events, people or objects in chronological order.Legacy 3.22 To know historical events include those that cause great change for large numbers of people. 3.23To know key features of significant historical events include the date it happened, the people and places involved and the consequences of the event.?Significant People and events 3.24 To know people become historically significant when their actions have created change over time, changed human thinking or their individual lives have highlighted the struggles of a larger group of people. Know significant people are also usually remembered and celebrated during or after their lifetimes.?3.25 To know aspects of history that can change over time include rule and government, jobs, health, art and culture, everyday life and technology.?mummy papyrus pharaohpyramidsphinxtempletombRiver NileTutankhamunslavePupils should be taught about: study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066World War 23.11 To know that WW2 is a significant British historical event. 3.12 To know where the WW2 is placed within a chronological framework.?3.13 To know and can give reasons for the beginning of WW2.3.14 To know that historical information can be constructed from a variety of sources. 3.15 I know about WW2 gives reasons for WW2 and identify situations and changes. 3.16 To have the knowledge to address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance, igniting a curiosity and fascination about the past.[Y5 Summer 1 ~ post WW2 – 5.12]3.26 Children to write non-chronological report about the impact that WW2 had on national life. long agopresenteventoldnewyears agomodernchangeimpactartefactchronology eraCE (common era)ancient evidenceChronology3.27 To know a timeline is a display of events, people or objects in chronological order.Legacy 3.28 To know historical events include those that cause great change for large numbers of people. 3.29 To know key features of significant historical events include the date it happened, the people and places involved and the consequences of the event.?Significant People and events 3.30To know people become historically significant when their actions have created change over time, changed human thinking or their individual lives have highlighted the struggles of a larger group of people.3.31 To know significant people are also usually remembered and celebrated during or after their lifetimes.?3.32 To know aspects of history that can change over time include rule and government, jobs, health, art and culture, everyday life and technology.?Battle of Britain D-day VE-day rationingprisonerAdolf HitlerWinston Churchill gas maskrifleevacueesblitz air raidYear 4Pupils should be taught about: the Roman Empire and its impact on BritainThe Romans4.1 To know when the Roman ere was and to know where it sits within a chronological framework.4.2 To know that the Romans made successful invasions across Europe. 4.3 To have knowledge of the relevant chronology, allowing them to make connections across continents. 4.4 To know how the invasion of the Romans impacted on Derby. [Y2 Derby – now/then- 2,5]4.5 To know how the Roman era has impacted on today and created on ongoing legacy. 4.18 To create a display for the school timeline that demonstrates the relevant chronology, allowing them to make connections across continents and the legacy of the Roman Empire. years agomodernchangeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacyChronology4.19 To know dates and events can be sequenced on a timeline using AD or BC. AD dates become larger the closer they get to the present day. BC dates become larger the further away they get from the present day.?Legacy 4.20 To know the consequences of a significant event happen after the event and can be short-term, such as people being killed in a battle, or long-term, such as the change in language and society after an invasion. 4.21 To know legacies can be created from these events and greatly influence lives for years to come.??slave [Y3]soldier [Y1]Romegladiatorchariotemperor Julius Ceasershield swordSignificant People and events 4.22 To know changes over time can happen rapidly or slowly and are affected by the desire for people to change, their beliefs, the availability of resources and technology, and social and economic circumstances.?Year 4Pupils should be taught about: the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the ConfessorThe Vikings4.6 To know how to place ‘The Vikings’ within a known chronological framework. 4.7 To know the relevant chronology, allowing them to make connections across continents. 4.8 To know how the actions and events of the recent and distant past continue to have an impact on our lives today, creating an ongoing legacy. 4.9 To know how the Anglo Saxon and Viking law continue to have an impact on our lives today, creating an ongoing legacy. 4.10 To know how Viking place names continue to have an impact on our lives today, creating an ongoing legacy.4.23 To demonstrate knowledge as part of a quiz with parents. Children to demonstrate knowledge of significant places and people and the impact of the on-going legacy. years agomodernchangeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement Chronology4.24 To know key changes and events of historical periods can be placed on a timeline, such as the dates of changes in leadership, key battles and invasions, achievements, scientific developments and deaths.?Legacy 4.25 To know changes over time can happen rapidly or slowly and are affected by the desire for people to change, their beliefs, the availability of resources and technology, and social and economic circumstancesSignificant People and events 4.26 To know key features of significant historical events include the date it happened, the people and places involved and the consequences of the event.?slave [Y3]warriorVikingshield [Y4 Romans]sword [Y4 Romans]Pupils should be taught about: Ancient Greece – a study of Greek life and achievements and their influence on the western worldAncient Greeks-Olympics4.11 To know where the ‘Ancient Greeks’ fit within a chronological framework. 4.12 To have the knowledge of the relevant chronology, allowing them to make connections across continents. 4.13 To know how the introductions of the ‘Ancient Olympics’ continue to have an impact on our lives today, creating an ongoing legacy. [6.17]4.14 To know historical significant events and people linked to the ‘Ancient Greeks’.4.16 To know how to use a range of sources to find answers to questions.4.17 Children have the knowledge to address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance, igniting a curiosity and fascination about the past.[Links Y6 Summer 2 – 6.24]4.27 Children to write non-chronological report about the impact that Ancient Greeks Olympics had on today. years agomodernchangeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement Chronology4.28 To know key changes and events of historical periods can be placed on a timeline, such as the dates of changes in leadership, key battles and invasions, achievements, scientific developments and deaths.?Legacy 4.29 To know changes over time can happen rapidly or slowly and are affected by the desire for people to change, their beliefs, the availability of resources and technology, and social and economic circumstances.? slave [Y3]shield [Y4]sword [Y4]OlympicsAlexander the GreatSignificant People and events 4.29 To know key features of significant historical events include the date it happened, the people and places involved and the consequences of the event.?Year 5Pupils should be taught about: a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066The Victorians5.1 To know when the Victorian era was and where it fits it within a chronological framework. 5.2 To know how children spent their leisure time during the reign of Queen Victoria. [Links to Y1 Autumn 1 ~ toys – 1.2]5.3 To know what education was like during the reign of Queen Victoria. 5.4 To know that some children were forced to work during the reign of Queen Victoria. 5.5 To know the legacy of the Victorian era. 5.6 To know about the ongoing legacy and influencing their ideas about the future. 5.19 To create a display for the school timeline that demonstrates their knowledge of the monarchs and everyday life of Victorian times. Children to display their knowledge of how this impacted on people and how it left and on-going legacy. years agomodernchangeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement classgenerationreigndecadeChronology5.20 To know aspects of history that can be?compared and contrasted?include rulers and monarchs, everyday life, homes and work, technology and innovation.?Legacy 5.21 To know continuity is the concept that aspects of life, such as rule and government, everyday life, stay the same over time. 5.22 To know change is the concept that these aspects either progress or become bigger, better or more important, or decline and become smaller, worse or less important.?Significant People and events 5.23 To know aspects of history are significant because they had an impact on a vast number of people, are remembered and commemorated or influence the way we live today.?revolutionindustrialQueen Victoria workhouseeducation chimney sweepmaid Year 5Pupils should be taught about: a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Crime and Punishment 5.7To know the differences in the treatment of the rich and poor in the Victorian justice system and be able to pose historically valid questions using the correct terminology.? [Y5 ~ Victorians A1 5.1-5.6]5.8 To know how the actions and events of the recent and distant past continue to have an impact on our lives today. (Sir Robert Peel, his actions, the introduction of the modern police force and justice system.)5.9 To know how it felt to be a Victorian Prisoner. 5.10 To know about Sir Robert Peel and the metropolitan police force to address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance, igniting a curiosity and fascination about the past.5.11 To know that forensic science changed the justice system. 5.12 To know the chronological order of the development with the crime and punishment system. 5.24 To demonstrate knowledge as part of a quiz with parents. To demonstrate their knowledge of Sir Robert Peel and the metropolitan police force – the significance and legacy of this part of history. years agomodernchangeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement classgenerationreigndecadeChronology5.25 To know aspects of history that can be?compared and contrasted?include rulers and monarchs, everyday life, homes and work, technology and innovation.?Legacy 5.26 To know continuity is the concept that aspects of life, such as rule and government, everyday life, settlements and beliefs, stay the same over time. 5.27 To know change is the concept that these aspects either progress or become bigger, better or more important, or decline and become smaller, worse or less important.?justice systemSir Robert PeelbobbiesMetropolitan policeconstableforensic scienceSignificant People and events 5.28 To know aspects of history are significant because they had an impact on a vast number of people, are remembered and commemorated or influence the way we live today.?Pupils should be taught about: a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Post WW2 – social history5.13 To know what impact of WW2 had on events, people or developments. [Y3 Summer 1 ~ WW2]5.14 To know how and why fashion changed during 1950s to 1990s. 5.15 To know how and why technology changed during 1950s to 1990s. [Y2 ~ inventors Summer 1]5.16 To know how the miners strike impacted on everyday life. 5.17 To know what life was like post WW2 e.g. beliefs, local, individual and compare the similarities and differences between during and after. 5.18 To know aspects of history are significant because they had an impact on a vast number of people, are remembered and commemorated or influence the way we live today.?[Y1 ~ Remembrance Day]5.29 To write a non-chronological report on the legacy and impact of post WW2. How it impacted people them and the legacy it leaves today. years agomodernchangeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement classgenerationreigndecadeChronology5.30 To know aspects of history that can be?compared and contrasted?include rulers and monarchs, everyday life, homes and work, technology and innovation.?Legacy 5.31 To know continuity is the concept that aspects of life, such as rule and government, everyday life, settlements and beliefs, stay the same over time. 5.32 To know change is the concept that these aspects either progress or become bigger, better or more important, or decline and become smaller, worse or less important.?Significant People and events 5.33 To know aspects of history are significant because they had an impact on a vast number of people, are remembered and commemorated or influence the way we live today.?post warrationingMines strike Margaret Thatcher internet Year 6Pupils should be taught about: changes in Britain from the Stone Age to the Iron AgeStone Age6.1 To know when ‘The Stone Age’ was and place it within a chronological framework. 6.2 To know how we find information about pre-history. 6.2a To know landscapes have changed over time. During the Neolithic period there were no buildings. [Y6 Geography LTP]To know what life was like during the middle stone age. 6.3 To know what life was like in the late stone age. 6.4 To know about the ongoing legacy of the stone age and how it influenced the future. 6.5 To know the similarities and differences between nomadic and settled life. 6.27 To create a display for the school timeline which demonstrates the chronology and links between key civilisations, events and significant inventions in world history.?changeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement classgenerationreigndecade civilisation Chronology6.28 To know timelines demonstrate the chronology and links between key civilisations, events and significant inventions in world history.?Legacy 6.29 To know historical narratives can include descriptions of long and short-term causes and consequences of an event; highlight the actions of significant individuals and explain how significant events caused great change over time.?cave paintingmammoth Neolithic manspearsarchaeologistanimal skins prehistoryPupils should be taught about: one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; MayanEarly Civilisation? ~ Mayans6.6 To know how to place ‘The Mayans’ within a known chronological framework. 6.7 To know about the relevant chronology linked to the Mayans, allowing them to make connections across eras and continents 6.8 To know how archaeology has helped us understand the Mayan civilisation. 6.9 To know how to interpret sources and use key historical terms.??6.10 To know that the Mayans grew and used food that form part of an ongoing legacy.???6.11 To know that the Mayans?used their own number and writing systems that form?part of an ongoing legacy. 6.30 To demonstrate knowledge as part of a quiz with parents. Demonstrating their understanding of chronology, the long term legacy of the ‘The Mayans’. changeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement classgenerationreigndecade civilisation centurycirca biasheritageChronology6.31 To know timelines demonstrate the chronology and links between key civilisations, events and significant inventions in world history.?Legacy 6.32 To know historical narratives can include descriptions of long and short-term causes and consequences of an event; highlight the actions of significant individuals and explain how significant events caused great change over time.?Significant People and events 6.33 To know decisions are influenced by the cultural context of the day, which may be different to the cultural context today, and should be?taken into account?when making a judgement about the actions of historical individuals.?pre-historymaizestelaewarrior [Y4]pyramid [Y3]hieroglyphics [Y3]Pupils should be taught about: a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the localityA local history study – the influence of the Victorians in Derbyshire6.12 To know The Victorian’s significances to Matlock Bath. [Geo Y2 Spring 2/ Y5 Autumn 1 – 5.2]6.13 To know decisions are influenced by the cultural context of the day (Matlock Baths during the Victorian era), which may be different to the cultural context today (Matlock Baths use today, and should be?taken into account?when making a judgement about the actions of historical individuals.6.14 To know how Queen Victoria impacted on Matlock and record knowledge and understanding in a variety of ways, using dates and key terms appropriately.6.15 To know how the industry impacted on Matlock Bath and record knowledge and understanding in a variety of ways, using dates and key terms appropriately.6.16 To know aspects of history that can be?compared and contrasted and demonstrate an understanding of some of the similarities and differences between different periods (Matlock during the Victorian era and today.6.34 To write a non-chronological report about the use influence that Victorian Britain had on Matlock Bath. changeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement classgenerationreigndecade civilisation centurycirca biasheritageChronology6.35 To know timelines demonstrate the chronology and links between key civilisations, events and significant inventions in world history.?Legacy 6.36 To know historical narratives can include descriptions of long and short-term causes and consequences of an event; highlight the actions of significant individuals and explain how significant events caused great change over time.?Significant People and events 6.37 To know decisions are influenced by the cultural context of the day, which may be different to the cultural context today, and should be?taken into account?when making a judgement about the actions of historical individuals.?Matlockrevolution [Y5]industrial [Y5]Queen Victoria [Y5] workhouse [Y5]education [Y5]Pupils should be taught about: a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066The Olympics ~ significant events6.17 To what the Olympics is and the legacy of the Ancient Greeks. [Y4 ~ Spring 2 - 4.13].6.18 To know how to place significant Olympics within a known chronological framework. 6.19 To know of the relevant chronology, allowing them to make connections across significant events (WW2) and continents. [3.11 & 5.12] 6.20 To know about Berlin 1936: The Nazi?Olympics – WW2 and understand the long and short-term causes and consequences of the event. [Y3 ~ WW2]6.21 To know the actions of Hitler and explain how significant events caused great change/ disruption over time.?6.22 To know who Jesse Owens was and show an understanding of the ongoing legacy and influencing their ideas about the future.6.23 To know how Jesse Owen’s actions at the 1936 Olympics impacted on then and continue to have an impact on our lives today, creating an ongoing legacy and influencing their ideas about the future.?6.24 To have the knowledge to address and devise historically valid questions about change, cause, similarity and difference, and significance, igniting a curiosity and fascination about this period in time. 6.25 To know that Oscar Pistorius was the first Paralympian to compete in the Olympics and show an understanding of the ongoing legacy and influencing people’s ideas about the future. 6.26 To know discoveries or inventions can affect many people over time (Development of artificial limbs).[2.17 – developments in technology] 6.38 Children to create a whole school timeline about all of the periods studied including, a timeline, legacy and significances. This to be displayed in school as their legacy when they leave. changeimpactartefactchronology eraCE (common era)ancient evidence eye-witnessempiresocietylegacynativesettlement classgenerationreigndecade civilisation centurycirca biasheritageChronology6.39 To know timelines demonstrate the chronology and links between key civilisations, events and significant inventions in world history.?Legacy 6.40 To know historical narratives can include descriptions of long and short-term causes and consequences of an event; highlight the actions of significant individuals and explain how significant events caused great change over time.?Significant People and events 6.41 To know decisions can be made for a variety of reasons, including belief, lack of options, cultural influences and personal gain. 6.42 To know decisions are influenced by the cultural context of the day, which may be different to the cultural context today, and should be?taken into account?when making a judgement about the actions of historical individuals.?Olympics [Y4]Hilter [Y3]Nazi Oscar Pistorius Jesse Owenssalute Key Black = substantive knowledgeGrey = disciplinary knowledge ( ) = extra information [ ] = links to other year groups and subjectsBold vocabulary = new vocabulary ................
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