St Anne's Church of England Primary School in Rossendale
History Curriculum Sept 2014
| |Year 1 |Year 2 |Year 3 |Year 4 |Year 5 |Year 6 |
|(NC references) |Recent national changes |Significant national/global event |Changes in Britain from Stone|Viking and Anglo-Saxon struggle|Ancient Greece: study of Greek |Study(ies) of aspect in |
| |The life of a significant |beyond living memory |Age to Iron Age |for the Kingdom of England to |life, achievements and influence on|British History since |
| |person from the past |Significant event, people and |Roman Empire and impact on |the time of Edward the |Western world |1066 (changes in |
| | |places in locality |Britain |Confessor |Non-European society |monarchs/first |
| | | |Britain’s settlement by |In depth study of an early | |railways/Battle of |
| | | |Anglo-Saxons and Scots |civilisation (eg Ancient Egypt)| |Britain/Tudors) |
| | | | |Local History Study | | |
|Chronological |Sequence events in their |Sequence artefacts closer together |Place the time studied on a |Place events from period |Know and sequence key events of |Place current study on |
|understanding |life |in time - check with reference book|time line |studied on time line |time studied |time line in relation to |
| |Sequence 3 or 4 artefacts |Sequence photographs etc. from |Use dates and terms related |Use terms related to the period|Use relevant terms and period |other studies |
| |from distinctly different |different periods of their life |to the study unit and passing|and begin to date events |labels |Use relevant dates and |
| |periods of time |Describe memories of key events in |of time |Understand more complex terms |Make comparisons between different |terms |
| |Match objects to people of|lives |Sequence several events or |eg BC/AD |times in the past |Sequence up to 10 events |
| |different ages | |artefacts | | |on a time line |
|Range and depth of |Recognise the difference |Recognise why people did things, |Find out about every day |Use evidence to reconstruct |Study different aspects of |Find out about beliefs, |
|historical knowledge |between past and present |why events happened and what |lives of people in time |life in time studied |different people - differences |behaviour and |
| |in their own and others |happened as a result |studied |Identify key features and |between men and women |characteristics of |
| |lives |Identify differences between ways |Compare with our life today |events of time studied |Examine causes and results of great|people, recognising that |
| |They know and recount |of life at different times |Identify reasons for and |Look for links and effects in |events and the impact on people |not everyone shares the |
| |episodes from stories | |results of people's actions |time studied |Compare life in early and late |same views and feelings |
| |about the past | |Understand why people may |Offer a reasonable explanation |'times' studied |Compare beliefs and |
| | | |have wanted to do something |for some events |Compare an aspect of lie with the |behaviour with another |
| | | | | |same aspect in another period |time studied |
| | | | | | |Write another explanation|
| | | | | | |of a past event in terms |
| | | | | | |of cause and effect using|
| | | | | | |evidence to support and |
| | | | | | |illustrate their |
| | | | | | |explanation |
| | | | | | |Know key dates, |
| | | | | | |characters and events of |
| | | | | | |time studied |
|Interpretations of |Use stories to encourage |Compare 2 versions of a past event |Identify and give reasons for|Look at the evidence available |Compare accounts of events from |Link sources and work out|
|history |children to distinguish |Compare pictures or photographs of |different ways in which the |Begin to evaluate the |different sources – fact or fiction|how conclusions were |
| |between fact and fiction |people or events in the past |past is represented |usefulness of different sources|Offer some reasons for different |arrived at |
| |Compare adults talking |Discuss reliability of photos/ |Distinguish between different|Use text books and historical |versions of events |Consider ways of checking|
| |about the past – how |accounts/stories |sources – compare different |knowledge | |the accuracy of |
| |reliable are their | |versions of the same story | | |interpretations – fact or|
| |memories? | |Look at representations of | | |fiction and opinion |
| | | |the period – museum, cartoons| | |Be aware that different |
| | | |etc | | |evidence will lead to |
| | | | | | |different conclusions |
| | | | | | |Confidently use the |
| | | | | | |library and internet for |
| | | | | | |research |
|Historical enquiry | Find answers to simple | Use a source – observe or handle |Use a range of sources to |Use evidence to build up a |· Begin to identify primary and |Recognise primary and |
| |questions about the past |sources to answer questions about |find out about a period |picture of a past event |secondary sources |secondary sources |
| |from sources of |the past on the basis of simple |Observe small details – |Choose relevant material to |Use evidence to build up a picture |Use a range of sources to|
| |information e.g. |observations. |artefacts, pictures |present a picture of one aspect|of a past event |find out about an aspect |
| |artefacts, (see 4a) | |Select and record information|of life in time past |Select relevant sections of |of time past |
| | | |relevant to the study |Ask a variety of questions |information |Suggest omissions and the|
| | | |Begin to use the library and |Use the library and internet |Use the library and internet for |means of finding out |
| | | |internet for research |for research |research with increasing confidence|Bring knowledge gathered |
| | | | | | |from several sources |
| | | | | | |together in a fluent |
| | | | | | |account |
|Organisation and | | | | Recall, select and organise | Recall, select and organise |Select and organise |
|communication |Communicate their |Communicate their knowledge |Communicate their knowledge |historical information |historical information |information to produce |
| |knowledge through: |through: |through: | | |structured work, making |
| |Discussion…. |Discussion…. |Discussion…. |Communicate their knowledge |Communicate their knowledge |appropriate use of dates |
| |Drawing pictures… |Drawing pictures… |Drawing pictures… |through: |through: |and terms. (level 5) |
| |Drama/role play.. |Drama/role play.. |Drama/role play.. |Discussion…. |Discussion…. | |
| |Making models….. |Making models….. |Making models….. |Drawing pictures… |Drawing pictures… | |
| |Writing.. |Writing.. |Writing.. |Drama/role play.. |Drama/role play.. | |
| |Using ICT… |Using ICT… |Using ICT… |Making models….. |Making models….. | |
| | | | |Writing.. |Writing.. | |
| | | | |Using ICT… |Using ICT… | |
|Children working above| | | | | | |
|average | | | | | | |
|Children working below| | | | | | |
|average | | | | | | |
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