Science



Thomas Bullock Church of England

Primary Academy

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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 |

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