Year Group

Year 3 – Aut 1

Year 3 – Spr 2

Year 3 –Sum 1

Year 4 – Aut 1

Year 4 – Aut 2

Year 4- Sum 2

Year 5 – Aut 2

Year 5- Sum 1

Year 5 – Sum 2

Year 6 – Aut 2

Year 6 – Spr 1

Year 6 - Spr 2

Unit/Period

Key Question

Egyptians

What did the Ancient Egyptians believe?

Stone Age

Would you prefer to live in the Stone Age, Iron Age or Bronze Age?

Romans

Why did the Romans settle in Britain?

Anglo-Saxons

How hard was it to invade and settle in Britain?

Children Through the Ages

How have children’s lives changed?

Vikings

Were the Vikings raiders, traders or settlers?

Tudors

What was life like in Tudor England?

Wick Court Residential

Census

What does the census tell us about our local area?

Mayans

How did the Mayans compare to the Anglo-Saxons?

WW2

What was the impact of WW2 on the people of Britain?

Ancient Greece

What did the Greeks ever do for us?

Crime and Punishment

Study that extends beyond 1066 – Aspect/theme/turning point

Chronological Awareness

• To know that history is divided into periods of history e.g. ancient times, middle ages and modern.
• To know that we can use dates to work out the interval between periods of time and the duration of historical events or periods.
• To know that BC means before Christ and is used to show years before the year 0.
• To know that AD means Anno Domini and can be used to show years from the year 1AD.
• To know that prehistory is the period of time before written methods and stretches until the Roman invasion in AD43.
• To know that prehistory is divided into the Paleolithic, Mesolithic, Neolithic, Bronze Age and Iron Age.
• To know that the Stone Age, Bronze Age and Iron Age periods are named after the materials that were commonly used to make tools. To know that the Tudor period is the name of the period from 1485-1603 as this was when the Tudor family were the ruling family in England.
• To know that the Victorian period is the period 1833-1901 and roughly coincides with the years that Queen Victoria ruled.

• Sequencing events on a timeline, referring to times studied in KS1 to see where these fit in.
• Understanding that history is divided into periods of history e.g. ancient times, middle ages and modern.
• Using dates to work out the interval between periods of time and the duration of historical events or periods.
• Using BC/AD/Century.
• Sequencing eight to ten artefacts, historical pictures or events. Beginning to develop a chronologically secure knowledge of local, British and world history across the periods studied.
• Placing the time studied on a timeline.
• Using dates and terms related to the unit and passing of time e.g. millennium, continuity and ancient.
• Noticing connections over a period of time.
• Making a simple individual timeline

• To understand the term “century” and how dating by centuries works. (e.g. the 1500s are known as the 16th century)
• To know relevant dates and relevant terms for the period and period labels e.g.Stone Age, Bronze Age, Iron Age, Romans, Anglo-Saxons, Vikings, Romans, Tudors, Greeks, Aztecs, and Victorians.

• Sequencing events on a timeline, comparing where it fits in with times studied in previous year groups.
• Understanding the term “century” and how dating by centuries works. Putting dates in the correct century.
• Using the terms AD and BC in their work.
• Using relevant dates and relevant terms for the period and period labels e.g.Stone Age, Bronze Age, Iron Age, Romans, Anglo-Saxons, Vikings, Romans, Tudors, Greeks, Aztecs, and Victorians
• Developing a chronologically secure understanding of British, local and world history across the periods studied.
• Placing the time, period of history and context on a timeline.
• Relating current study on timeline to other periods of history studied. Comparing and making connections between different contexts in the past. Sequencing 10 events on a timeline

Substantive (abstract) Concepts: Civilisation (Social and Cultural)

• To understand how invaders and settlers influence the culture of the existing population.
• To understand that society was organised in different ways in different cultures and times and consisted of different groups with different roles and lifestyles.
• To know that education existed in some cultures, times and groups.

• To understand the changes and reasons for the organisation of society in Britain.
• To understand how society is organised in different cultures, times and groups.
• To be able to compare development and role of education in societies. To be able to compare education in different cultures, times and groups.
• To understand the changing role of women and men in Britain.
• To understand that there are differences between early and later civilisations.

Substantive (abstract) Concepts: Trade

• To know that communities traded with each other and over the English Channel in the Prehistoric Period.
• To understand that trade began as the exchange of goods.
• To understand that trade routes existed between Britain in the Roman, Anglo-Saxon and Viking times.
• To understand that the Roman invasion led to a great increase in British trade with the outside world.
• To understand that trading ships and centres (e.g. York) were a reason for the Vikings raiding Britain.
• To understand that trade develops in different times and ways in different civilisations.
• To understand that the traders were the rich members of society

• To know that trade routes from Britain expanded across the world.
• To understand there was a race to discover new countries and that this resulted in new items to be traded in (e.g. silk, spices and precious metals.
• To understand that the expansion of trade routes increased the variety of goods available.
• To understand that the methods of trading developed from in person to boats, trains and planes.
• To understand the development of global trade.

Substantive (abstract) Concepts:

Beliefs

• To understand that there are different beliefs in different cultures, times and groups.
• To know about paganism and the introduction of Christianity in Britain. To know how Christianity spread.
• To compare the beliefs in different cultures, times and groups.

• To be aware of the different beliefs that different cultures, times and groups hold.
• To understand the changing nature of religion in Britain and its impact. To be aware of how different societies practise and demonstrate their beliefs.
• To be able to identify the impact of beliefs on society

Substantive (abstract) Concepts:

Achievements and Follies of Mankind

• To be able to identify achievements and inventions that still influence our lives today from Roman times.
• To know the legacy and contribution of the Anglo-Saxons and Vikings to life today in Britain.
• To be aware of the achievements of the Ancient Egyptians.

• To understand that people in the past were as inventive and sophisticated in thinking as people today.
• To know that new and sophisticated technologies were advanced which allowed cities to develop.
• To understand the impact of war on local communities.
• To know some of the impacts of war on daily lives.
• To understand that people in the past were as inventive and sophisticated in thinking as people today.
• To know that new and sophisticated technologies were advanced which allowed cities to develop.

Disciplinary Concepts: Change and Continuity

• Identifying reasons for change and reasons for continuities.
• Identifying what the situation was like before the change occurred. Comparing different periods of history and identifying changes and continuity.
• Describing the changes and continuity between different periods of history.
• Identifying the links between different societies.

• To know that change can be brought about by advancements in transport and travel.
• To know that change can be brought about by advancements in materials.
• To know that change can be brought about by advancements in trade.

• Making links between events and changes within and across different time periods / societies.
• Identifying the reasons for changes and continuity.
• Describing the links between main events, similarities and changes within and across different periods/studied.
• Describing the links between different societies.
• Explaining the reasons for changes and continuity using the vocabulary and terms of the period as well.
• Analysing and presenting the reasons for changes and continuity.

• To know that change can be brought about by conflict.
• To know that change can be traced using the census.

Disciplinary Concepts:

Cause and Consequence

• Identifying the consequences of events and the actions of people. Identifying reasons for historical events, situations and changes.

• To know that the actions of people can be the cause of change (eg. Lord Shaftesbury).
• To know that advancements in science and technology can be the cause of change.

• Giving reasons for historical events, the results of historical events, situations and changes.
• Starting to analyse and explain the reasons for, and results of historical events, situations and change.

• To know that members of society standing up for their rights can be the cause of change

Disciplinary Concepts:

Similarities and Differences

• Identifying similarities and differences between periods of history. Explaining similarities and differences between daily lives of people in the past and today.
• Identifying similarities and differences between social, cultural, religious and ethnic diversity in Britain and the wider world.

• Describing similarities and differences between social, cultural, religious and ethnic diversity in Britain and the wider world.
• Making links with different time periods studied.
• Describing change throughout time.

Disciplinary Concepts:

Historical Significance

• Recalling some important people and events.
• Identifying who is important in historical sources and accounts.

• To know that significant archaeological findings are those which change how we see the past.
• To know that ‘historically significant’ events are those which changed many people’s lives and had an impact for many years to come.

• Identifying significant people and events across different time periods. Comparing significant people and events across different time periods. Explain the significance of events, people and developments.

• To know how historians select criteria for significance and that this changes.

Disciplinary Concepts:

Historical Interpretations

• Identifying and giving reasons for different ways in which the past is represented.
• Identifying the differences between different sources and giving reasons for the ways in which the past is represented.
• Exploring different representations from the period e.g. archaeological evidence, museum evidence, cartoons and books.
• Evaluating the usefulness of different sources.

• To know that archaeological evidence has limitations: it does not give all the answers or tell us about the emotions of people from the past. To know that assumptions made by historians can change in the light of new evidence.

• Comparing accounts of events from different sources.
• Suggesting explanations for different versions of events.
• Evaluating the usefulness of historical sources.
• Identifying how conclusions have been arrived at by linking sources.
• Developing strategies for checking the accuracy of evidence.
• Addressing and devising historically valid questions.
• Understanding that different evidence creates different conclusions. Evaluating the interpretations made by historians.

• To know that we must consider a source’s audience, purpose, creator and accuracy to determine if it is a reliable source.
• To understand that there are different interpretations of historical figures and events

Historical Enquiry:

Posing Historical Questions

• Understanding how historical enquiry questions are structured.
• Creating historically-valid questions across a range of time periods, cultures and groups of people.
• Asking questions about the main features of everyday life in periods studied, e.g. how did people live.
• Creating questions for different types of historical enquiry.
• Asking questions about the bias of historical evidence.

• Planning a historical enquiry.
• Suggesting the evidence needed to carry out the enquiry.
• Identifying methods to use to carry out the research.
• Asking historical questions of increasing difficulty e.g. who governed, how and with what results?
• Creating a hypothesis to base an enquiry on. Asking questions about the interpretations, viewpoints and perspectives held by others.

Historical Enquiry:

Gathering, Organising and Evaluating Evidence

• Using a range of sources to construct knowledge of the past.
• Defining the terms ‘source’ and ‘evidence’.
• Extracting the appropriate information from a historical source.
• Selecting and recording relevant information from a range of sources to answer a question.
• Identifying primary and secondary sources.
• Identifying the bias of a source.
• Comparing and contrasting different historical sources

• Using different sources to make and substantiate historical claims.
• Developing an awareness of the variety of historical evidence in different periods of time.
• Distinguishing between fact and opinion.
• Recognising ‘gaps’ in evidence.
• Identifying how sources with different perspectives can be used in a historical enquiry.
• Using a range of different historical evidence to dispute the ideas, claims or perspectives of others.
• Considering a range of factors when discussing the reliability of sources, e.g. audience, purpose, accuracy, the creators of the source.

Historical Enquiry:

Interpreting findings, analysing and making connections

• Understanding that there are different ways to interpret evidence.
• Interpreting evidence in different ways.
• Understanding and making deductions from documentary as well as concrete evidence e.g. pictures and artefacts.
• Making links and connections across a period of time, cultures or groups. Asking the question “How do we know?

• Interpreting evidence in different ways using evidence to substantiate statements.
• Making increasingly complex interpretations using more than one source of evidence.
• Challenging existing interpretations of the past using interpretations of evidence.
• Making connections, drawing contrasts and analysing within a period and across time.
• Beginning to interpret simple statistical sources

Historical Enquiry:

Evaluating and Drawing Conclusions

• Understanding that there may be multiple conclusions to a historical enquiry question.
• Reaching conclusions that are substantiated by historical evidence.
• Recognising similarities and differences between past events and today.

• Reaching conclusions which are increasingly complex and substantiated by a range of sources.
• Evaluating conclusions and identifying ways to improve conclusions.

Historical Enquiry:

Communicating Findings

• Communicating knowledge and understanding through discussion, debates, drama, art and writing.
• Constructing answers using evidence to substantiate findings.
• Identifying weaknesses in historical accounts and arguments.
• Creating a simple imaginative reconstruction of a past event using the evidence available to draw, model, dramatise, write or retell the story.
• Creating a structured response or narrative to answer a historical enquiry.
• Describing past events orally or in writing, recognising similarities and differences with today.

• Communicating knowledge and understanding in an increasingly diverse number of ways, including discussion, debates, drama, art, writing, blog posts and podcasts.
• Showing written and oral evidence of continuity and change as well as indicting simple causation.
• Using historical evidence to create an imaginative reconstruction exploring the feelings of people from the time.
• Constructing structured and organised accounts using historical terms and relevant historical information from a range of sources.
• Constructing explanations for past events using cause and effect.
• Using evidence to support and illustrate claims.

Topics chosen must cover the following areas: Changes within living memory including some that reveal changes in national life; significant events beyond living memory; nationally/internationally significant people including comparison of significant people to compare life at different times; significant events, people or places from the school’s locality.

Year/Term

Reception

Year 1 Spring 1

Year 1 Spring 2

Year 1 Term 3

Year 2 Autumn 1

Year 2 Spring 1

Year 2  Summer 2

Topic

Matters, Skills and Processes

A peek into the past

Adventure through time

Toys

Changes in Living Memory

How am I making history?

How have explorers changed the world?

How was school different in the past?

How did we learn to fly?

What is a monarch?

Chronology

Sequencing events/objects using chronological vocabulary

To know that someone’s age is the time since they were born.

To know that they started life as a baby but have since grown and changed.

To know that some people are older than others. - Coming soon!

To know that parents are older than children and grandparents are older than parents. - Coming soon!

To know some language for talking about the passing of time and events that have already happened, even if used inaccurately. (before, yesterday, last week, last year).

To know that a timeline shows the order events in the past happened.

To know that we start by looking at ‘now’ on a timeline then look back.

To know that ‘the past’ is events that have already happened.

To know that ‘the present’ is time happening now.

To know that within living memory is 100 years.

To know that beyond living memory is more than 100 years ago.

To know that events in history may last different amounts of time.

To know a decade is ten years

Change and Continuity

Similarities and differences between ways of life at different times

Being aware of changes that happen throughout the year (e.g. seasons, nature) - coming soon!

Being aware that some things have changed and some have stayed the same in their own lives.

Describing simple changes and ideas/objects that remain the same. Understanding that some things change while other items remain the same and some are new.

To know that people change as they grow older.

To know that throughout someone’s lifetime, some things will change and some things will stay the same.

To know that everyday objects have changed over time.

Recognising some things which have changed / stayed the same as the past. Identifying simple reasons for changes.

Causes and Consequences

Why people did things

Causes and results of events and changes

Experiencing cause and effect in play

Asking why things happen and beginning to explain why with support.

To know that everyday objects have changed as new materials have been invented.

Asking questions about why people did things, why events happened and what happened as a result.

Recognising why people did things, why events happened and what happened as a result.

To know that changes may come about because of improvements in technology.

Similarities and differences

Beginning to recognise similarities and differences between the past and today.

Using photographs and stories to compare the past with the present day.

Beginning to look for similarities and differences over time in their own lives.

To know that there are similarities and differences between their lives today and their lives in the past.

To know some similarities and differences between the past and their own lives. To know that people celebrate special events in different ways.

To know that everyday objects have similarities and differences with those used for the same purpose in the past.

Identifying similarities and difference between ways of life at different times. Finding out about people, events and beliefs in society.

Making comparisons with their own lives.

To know that there are explanations for similarities and differences between children’s lives now and in the past.

Significance

Recalling special people in their own lives

To know the names of people that are significant to their own lives

Recalling special events in their own lives.

To know that some people and events are considered more ‘special’ or significant than others.

Discussing who was important in a historical event

To know that some events are more significant than others.

To know the impact of a historical event on society.

To know that ‘historically significant’ people are those who changed many people’s lives.

Interpretation

Ways we find out about the past and how it is presented

Recognising that different members of the class may notice different things in photographs from the past.

To begin to understand that the past can be represented in photographs and drawings.

Beginning to identify different ways to represent the past (e.g. photos, stories). Developing their own interpretations from historical artefacts.

To know that the past can be represented in photographs.

Recognising different ways in which the past is represented (including eye-witness accounts).

Comparing pictures or photographs of people or events in the past.

Developing their own interpretations from photographs and written sources.

To know that the past is represented in different ways.

Historical Enquiry/

Sources and evidence

 Using a range of sources to find out about a period. Using evidence to build up a picture of a past event.

 Observing the small details when using artefacts and pictures.

 Identifying sources which are influenced by the personal beliefs of the author.

To know that archaeological evidence can be used to find out about the past.

To know that we can make inferences and deductions using images from the past.

NB:  You will not necessarily have entries in every box in every topic.  Not all skills will be covered in all topics.  However, each skill process should be visited at least twice in a key stage and approached at a higher level in the later visit.

Key: P  light use of the skills     PP  Overt practise of the skills    PPP  Strong emphasis on the skill