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8050530508000-5715000 HISTORYHEARTS CURRICULUM –KNOWLEDGE PROGRESSION MAPEach topic is focused on a historical concept which children revisit as they progress through the key stages. The main concepts covered are:Cause and Effect - which allows children to develop a broader understanding of the forces that shaped people’s lives in the pastChanges over Time - which allows children to explore the changes across different periods and societies.Every lesson involves an aspect of historical enquiry including: asking questions, observing, making inferences, using and analysing evidence and communicating historical information. Children study a range of significant events, people and periods of time. The topics chosen enable children to make links to historical concepts and retain knowledge because it is linked to learning in other curriculum areas. They also enable children to explore positive role models and influences from history as well as lessons learned from negative influences. EYFSKS1LKS2UPKS2Chronological UnderstandingContinuity and change in and between periodsChildren should be taught how to:Use everyday language related to time Children should be taughtThat people change as they get older Children should be taught how to:Sequence events in stories and in their own day Children should be taught:That a timeline shows the order of events Where all people/events studied fit onto a timeline Children should be taught how to:Identify similarities / differences between homes and transport in the past and present day Use common words and phrases relating to the passing of time and relevant to the topic studied Children should be taught how to:Order significant events, people and movements and dates on a timeline: Roman invasion of Britain, Tudors, Elizabeth I, Henry VIII, EgyptiansIdentify similarities / differences between transport within periods of time including: Romans, Tudors, Victorians, 1800s and 1900s and present day Use vocabulary connected to the measuring of time e.g. century, AD/BCChildren should be taught how to:Order significant events, movements and dates on a timeline: Queen Victoria, Great Exhibition, first steam engine, WW2, first manned space flight, first lunar landing Identity and compare changes within and across different periodsUnderstand how some historical events occurred concurrently in different locations Establish clear narratives within and across periods studied Note connections, contrasts and trends over time Identify similarities / differences between homes within periods of time including: Stone Age, Romans, WW2, post-war, Tudors, Victorians Use a wider range of vocabulary connected to the measuring of time e.g. era, decade and millennia Historical Enquiry and interpretationUsing evidence / Communicating ideasChildren should be taught how to:Answer how and why questions about their experiences and in response to stories and events Children should be taught how to:Ask questions about sources and artefacts.Name sources from the past that historians use to find information. Find answers by looking at historical sources including text, photographs and diaries. Carry out simple selection and sorting activities with a given question to answer.Make observations and guesses about what is happening. Ask further questions about things they want to know.Use a wide vocabulary of everyday historical terms Children should be taught how to:Use a range of sources including documents, artefacts, databases and historical buildings. Name primary and secondary sources. Children should know:There are different accounts of history How to use observations and inference to interpret sources. Children should be able to:Identify key questions for their own lines of enquiry and select a range of appropriate sources relevant to answer the key question.Consider reliability when drawing conclusions about what they have found out.Give clear reasons why there may be different accounts of historyDevelop the appropriate use of historical terms SignificanceEventsPeoplePeriods of time/CivilisationsChildren should be taught how to:Talk about past and present events in their own lives and in the lives of family membersTalk about significant events in their own experienceChildren should be taught:Key facts relating to significant individuals and eventsChildren should know:The impact of significant individuals and events including: Endurance Expedition, First moon landing, Ernest Shackleton, Queen Elizabeth II, Wangari Maathai, Neil Armstrong, Tim PeakeChildren should be taught:Key facts relating to significant individuals, events, periods of time and civilisations and know the impact of these including: Elizabeth II, Tudor period, Egyptian civilisation, Cleopatra, Romans, Julius CaesarChildren should be taught:Key facts relating to significant individuals, events, periods of time and civilisations and know the impact of these including: WW2, The Space Race, Victorians, Churchill, Queen Victoria, Prince Albert, Yuri Gagarin, The Great Exhibition, James Watt, Dr Barnardo Local HistoryChildren should be taught:The name of a local castleChildren should be taught how to:Identify houses from different periods in their local area and discuss similarities and differences Children should know:The impact that the Romans had on ColchesterChildren should be taught how to:Name features that have remained the same in Colchester in the present Children should know:How Basildon was developed as a result of WW2 Children should be taught how to:How to use local sources to investigate about their local area ................
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