Science - Diocese of Norwich Education and Academies Trust
Thomas Bullock Church of England
Primary Academy
[pic]
History Curriculum
|History |
|Areas of Study by Key Stage and Year Group |
|Key Stage One |
|Year 1 |Year 2 |
|Changes in living memory |Events beyond living memory |Significant individuals |Significant local events |
|Lower Key Stage Two |
|Year 3 |Year 4 |
|Stone Age to Iron Age |
|Year 5 |Year 6 |
|The Great Bridge Buidlers |
|Key Stage One Progression of skills |
|During years 1 and 2, pupils should be taught to use the following skills: |
|Sequence events, artefacts and photographs from different periods. (These should be mainly from their own lives.) |
|Use a range of sources to find out about people and places in other times. |
|Investigate why people did certain things and develop empathy and understanding through drama. |
|Compare different versions of the same event and consider how reliable they are. |
|Recognise similarities and differences between artefacts, sources and accounts. |
|Investigate a wide range of sources considering why, what, who, how and where. |
|Year One Program of Study |
|Changes in living memory |Significant individuals |
|Transport |Great Explorers |
|Suggested Ideas: |Christopher Columbus and Neil Armstrong |
|Air |Suggested Ideas: |
|Land |Look at the explorations taken by Christopher Columbus |
|Sea |Look at the journey taken by Neil Armstrong |
|How has it changed over time |Compare the equipment taken by both |
|Why has it changed over time. | |
|History |
|Key Stage One |
|Key Stage One Progression of skills |
|During years 1 and 2, pupils should be taught to use the following skills: |
|Sequence events, artefacts and photographs from different periods. (These should be mainly from their own lives.) |
|Use a range of sources to find out about people and places in other times. |
|Investigate why people did certain things and develop empathy and understanding through drama. |
|Compare different versions of the same event and consider how reliable they are. |
|Recognise similarities and differences between artefacts, sources and accounts. |
|Investigate a wide range of sources considering why, what, who, how and where |
|Year Two Program of Study |
|Events beyond living memory |Significant local events |
|Explorer - Marco Polo |History of Farming |
| | |
|Explain who Marco Polo was. |Talk about changes in the way we farm |
|Talk about Marco Polo’s travels through Asia. |Explain the different types of farming (arable, livestock & mixed farming) |
|Find Marco Polo’s route on a map. |Explore how fish are farmed. |
|Learn and talk about the Silk Road. |Learn about markets and market towns and how farming is related. |
|Explain what Marco Polo found and saw, who he met and how he recorded his adventure. |Compare farming in the UK to farming in Asia. |
|Explain why Marco Polo was important. | |
|Make up a traveller’s tale based upon Marco Polo’s exploration. | |
|History |
|Lower Key Stage Two |
|History skills progression: |
|Begin to date events from the period studied and place them on a timeline. |
|Sequence several events or artefacts. |
|Find out about everyday lives of people in times studied and compare with our life today. |
|Identify reasons for and results of people’s actions and understand why someone may have wanted to do something. |
|Look at the evidence available and use it to reconstruct life in times studied. |
|Identify and give reasons for different ways in which the past is represented and compare different versions |
|Use a range of sources and consider their usefulness |
|Ask a variety of questions and use a range of resources to research the answers |
|Communicate knowledge and understanding in a variety of ways and display findings in a variety of ways |
|Year Three Program of Study |
|Stone Age to Iron Age |Ancient Egypt |The Tudors |
|Changes in Britain from the Stone Age to the Iron Age. |The achievements of the earliest civilisations – an overview of where and |A study of a theme in British beyond 1066 – The Tudors. |
|Explain how we find out about the past |when the first civilisations appeared and a depth study – Ancient Egypt. |explain who the Tudors were, how they came to power and when they lived. |
|Make a timeline of historical events |name several early civilisations and place them on a map. |sequence the Tudor monarchs and describe a little about each one. |
|Find and record information about Stone Age tools, homes, burials and art |Ancient Egypt |generate enquiry questions to focus my research. |
|Explain how knowledge spread in prehistoric times |locate the site of Ancient Egypt on a map and describe its important |explain the levels of organisation in Tudor society, and give some details |
|Explain why people mined copper |geographical features. |about each level. |
|Find and record information about daily life in the Bronze Age |place the Ancient Egyptian period on a timeline and sequence important events|explain differences in the clothes worn by rich and poor people. |
|Explain what Stonehenge is and explain some ideas about why it may have been |of the period. |use historical sources to discover information about houses and possessions. |
|built |explain why the Nile was important to the Ancient Egyptians. |describe the daily life of a poor Tudor, and make comparisons with the rich. |
|Find out ways in which daily life changed from the Stone Age to the Iron Age |explain the levels of organisation in Ancient Egyptian society, and give some|use historical sources to discover information about the lives of children in|
|Explain what hillforts are and why they were built |details about each level. |Tudor times. |
|Explain how Britain has changed from prehistory to now. |name and describe several Ancient Egyptian gods. |explain why the Tudor period came to an end, and what happened next in |
| |describe why the Egyptians practised mummification, and what this involved. |England. |
| |explain some of what the Ancient Egyptians believed about the afterlife. |explain why there is more evidence of the lives of rich people than poor |
| |identify some hieroglyphs. |people. |
| |explain why, how and when pyramids were built. | |
|History |
|Lower Key Stage Two |
|History skills progression: |
|Begin to date events from the period studied and place them on a timeline. |
|Sequence several events or artefacts. |
|Find out about everyday lives of people in times studied and compare with our life today. |
|Identify reasons for and results of people’s actions and understand why someone may have wanted to do something. |
|Look at the evidence available and use it to reconstruct life in times studied. |
|Identify and give reasons for different ways in which the past is represented and compare different versions |
|Use a range of sources and consider their usefulness |
|Ask a variety of questions and use a range of resources to research the answers |
|Communicate knowledge and understanding in a variety of ways and display findings in a variety of ways |
|Year Four Program of Study |
|The Romans |Greeks |Ancient Greeks |
|The Roman Empire and its impact on Britain. |The legacy of Greek culture (art, architecture or literature) on later |Ancient Greece – a study of Greek life and achievements and their influence |
|Alexander the Great |periods in British History, including the present day. |on the western world |
|Growth of the Roman Empire |Olympics (Marathons) |Spread of the Greek Empire |
|Roads |Pillars (architecture) |Battle of Marathon |
|Hadrian’s Wall |Food |Battle of Troy |
|Founding of Rome |Tourism |Gods/Goddesses |
|Roman Town/life | |Greek Buildings/towns |
|Aqueducts | |Olympics |
|History |
|Upper Key Stage Two |
|History skills progression: |
|recall and sequence key events of time studied and use relevant dates and terms |
|make comparisons between different times in the past |
|sequence up to 10 events on a timeline |
|examine causes of events and the impact on people |
|find out about beliefs, behaviour and characteristics of people, recognising that not everyone shared the same views and feelings |
|compare accounts of events from different sources and offer some reasons for different versions of events |
|consider ways of checking the accuracy of interpretations and be aware that different evidence will lead to different interpretations |
|use a range of sources and begin to recognise primary and secondary sources |
|bring knowledge gathered from several sources together in a fluent account |
|plan and carry out individual and group investigations and then record and communicate knowledge and understanding in a variety of ways |
|Year Five Program of Study |
|Bridging the Gap |Anglo-Saxons |World War II |
|A significant turning point in British history: |Britain’s settlement by Anglo-Saxons and Scots. |A local history study – World War 2, Shipdham Airfield. |
|The need for Bridges |understand the impact of the Roman withdrawal |understand the Key events and leaders of World War 2 |
|understand the need for bridges |understand why the Anglo-Saxons settled in Britain |understand the impact that World War 2 had on Shipdham |
|Case Study – The Forth Bridges: |investigate daily life for the Anglo-Saxons: |understand what life on the Home Front was like including: |
|The impact of the Tay disaster on bridging the Forth 0 |Settlements |The impact of rationing |
|Changes in modes of transports and the need for new bridges |Religion |The Blitz and the consequences that this had upon this had on the United |
|Changes in design |Laws |Kingdom |
|Changes in construction techniques |Society |Why the Home Guard was formed and their role in protecting the Home Front. |
| | |understand the events at the end of the War. |
| | | |
|History |
|Upper Key Stage Two |
|History skills progression: |
|recall and sequence key events of time studied and use relevant dates and terms |
|make comparisons between different times in the past |
|sequence up to 10 events on a timeline |
|examine causes of events and the impact on people |
|find out about beliefs, behaviour and characteristics of people, recognising that not everyone shared the same views and feelings |
|compare accounts of events from different sources and offer some reasons for different versions of events |
|consider ways of checking the accuracy of interpretations and be aware that different evidence will lead to different interpretations |
|use a range of sources and begin to recognise primary and secondary sources |
|bring knowledge gathered from several sources together in a fluent account |
|plan and carry out individual and group investigations and then record and communicate knowledge and understanding in a variety of ways |
|Year Six Program of Study |
|Vikings |Transport |Native Americans |
|The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of|Changes in an aspect of social history, such as crime and punishment from the|A non-European society that provides contrasts with British history – one |
|Edward the Confessor. |Anglo-Saxons to the present or leisure and entertainment in the 20th Century.|study chosen from: early Islamic civilisation, including a study of Baghdad |
|understand who the Vikings were and where they were from |discuss the availability of transport |c. AD 900; Mayan civilisation c. AD 900; Benin (West Africa) c. AD 900 – |
|understand the values and belief of the Vikings |explain the changes in transport |1300. |
|understand their early visits to Britain and the purpose of these |discuss and explain significant developments in transport |Investigate daily life: |
|understand how the Vikings conquered the Anglo-Saxons | |Settlements |
|explain Viking life in the 10th century | |Religion |
| | |Laws |
| | |Society |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- 7th grade history ancient egypt project
- 6th grade social studies ancient cultures project
- social studies
- ancient egypt travel brochure project
- 2nd grade project challenge curriculum
- science diocese of norwich education and academies trust
- vce ancient history 2016 2021
- a timeline of religious history knowledge and myth
Related searches
- diocese of scranton employment
- diocese of trenton employment
- diocese of scranton career
- department of higher education and training
- diocese of scranton mass times
- diocese of scranton pa
- diocese of scranton schools office
- diocese of scranton investigations
- diocese of scranton website
- department of early education and care ma
- diocese of trenton mass
- catholic diocese of boston massachusetts