Download Stamford Green Primary School History Curriculum Map

Stamford Green Primary School
History
Curriculum Map
September 2014
Contents Page
Essential characteristics of artists
Aims of the National Curriculum
Early Years – Early Learning Goals and Expectations of skills
Year 1 – Programme of study and Expectation of skills
Year 2 – Programme of study and Expectation of skills
Year 3 – Programme of study and Expectation of skills
Year 4 – Programme of study and Expectation of skills
Year 5 – Programme of study and Expectation of skills
Year 6 – Programme of study and Expectation of skills
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Essential characteristics of historians
 An excellent knowledge and understanding of people, events and contexts from a range of
historical periods and of historical concepts and processes.
 The ability to think critically about history and communicate ideas very confidently in styles
appropriate to a range of audiences.
 The ability to consistently support, evaluate and challenge their own views using detailed,
appropriate and accurate historical evidence derived from a range of sources.
 The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining
questions and lines of enquiry.
 A passion for history and an enthusiastic engagement in learning, which develops their sense of
curiosity about the past and their understanding of how and why people interpret the past in
different ways.
 A respect for historical evidence and the ability to make robust and critical use of it to support
their explanations and judgements.
 A desire to embrace challenging activities, including opportunities to undertake high quality
research across a range of history topics.
Chris Quigley – Essentials
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Aims of the National Curriculum
The National Curriculum for history aims to ensure that all pupils:
 Know and understand the history of these islands as a coherent, chronological narrative, from
the earliest times to the present day; how people’s lives have shaped this nation and how
Britain has influenced and been influenced by the wider world.
 Know and understand significant aspects of the history of the wider world; the nature of ancient
civilisations; the expansion and dissolution of empires; characteristic features of past nonEuropean societies; achievements and follies of mankind.
 Gain and deploy a historically-grounded understanding of abstract terms such as empire,
civilisation, parliament and peasantry.
 Understand historical concepts such as continuity and change, cause and consequence,
similarity, difference and significance, and use them to make connections, draw contrasts,
analyse trends, frame historically-valid questions and create their own structured accounts,
including written narratives and analyses.
 Understand the methods of historical enquiry, including how evidence is used rigorously to
make historical claims, and discern how and why contrasting arguments and interpretations of
the past have been constructed.
 Gain historical perspective by placing their growing knowledge into different contexts,
understanding the connections between local, regional, national and international history;
between cultural, economic, military, political, religious and social history; and between short
and long term timescales.
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Early Years – Early Learning Goals
Area of EYFS curriculum
People and communities
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Early Learning Goals
Children talk about past and present events in their own lives and in the lives of family members.
They know that other children don’t always enjoy the same things, and are sensitive to this. They
know about similarities and differences between themselves and others, and among families,
communities and traditions.
Early Years – Expectations of skills
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Expectations
Talk about the past and present events in their own life and of family members.
Use everyday language related to time.
Indicate if personal events and objects belong in the past or present.
Begin to use some common words, signs or symbols to indicate the passage of time.
Recount episodes from own past and some details from other historical events with prompts.
Answer simple questions about historical stories and artefacts
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Year 1 – Programme of study
Theme title
I live in Epsom
The time of our lives
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Programme of study
Significant historical events, people and places in their own locality.
Changes within living memory. Where appropriate, these should be used to reveal
aspects of change in national life.
Year 1 – Expectations of skills
Area of history
To investigate and interpret the past
To build an overview of world history
To understand chronology
To communicate historically
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Expectations
Observe or handle evidence to ask questions and find answers to questions about the
past.
Describe historical events.
Place events and artefacts in order on a timeline.
Recount changes that have happened in their own lives.
Use words and phrases such as a long time ago
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Year 2 - Programme of study
Theme title
We are what we eat!
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Time Detectives
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Wild
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Life on the sea
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Programme of study
The lives of significant individuals in the past who have contributed to national and
international achievements.
Events beyond living memory that are significant nationally or globally.
The lives of significant individuals in the past who have contributed to national and
international achievements. Some should be used to compare aspects of life in
different periods.
The lives of significant individuals in the past who have contributed to national and
international achievements.
The lives of significant individuals in the past who have contributed to national and
international achievements
Events beyond living memory that are significant nationally or globally.
Year 2 – Expectations of Skills
Area of history
To investigate and interpret the past
To build an overview of world history
To understand chronology
To communicate historically
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Expectations
Observe or handle evidence to ask questions and find answers to questions about the
past
Ask questions such as ‘what was it like for people?’ ‘What happened?’
Identify some of the different ways the past has been represented.
Describe significant people from the past.
Recognise that there are reasons why people in the past acted as they did.
Label timelines with words or phrases such as: past, present, older and newer.
Use dates where appropriate.
Show an understanding of the concept of nation and a nation’s history.
Show an understanding of concepts such as civilisation, monarchy, parliament,
democracy and war and peace.
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Year 3 - Programme of study
Theme title
Building a village
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Adventurers and Explorers
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A long, long time ago
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Programme of study
Britain’s settlement by Anglo-Saxons.
The Viking/Anglo Saxon struggle for the Kingdom of England to the time of Edward the
Confessor.
A study of an aspect or theme in British History that extends knowledge beyond 1066
(The Tudors)
A local history study.
Year 3 – Expectations of skills
Area of history
Investigate and interpret the past
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Build an overview of world history
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Understand chronology
Communicate historically
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Expectations
Use evidence to ask questions and find answers to questions about the past.
Use a source of evidence for historical enquiry in order to gain an understanding of
history.
Describe different accounts of a historical event, explaining some of the reasons why
the accounts may differ.
Describe the social, ethnic, cultural or religious diversity of past society.
Describe the characteristic features of the past, including ideas, beliefs, attitudes and
experiences of men, women and children.
Place events, artefacts and historical figures on a time line using dates.
Use literacy, numeracy and computing skills to a good standard in order to
communicate information about the past.
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Year 4 - Programme of study
Theme title
Greece is the word!
What makes Britain great?
On the home front
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Programme of study
A study of Greek life and achievements and their influence on the Western world.
Changes in Britain from Stone Age to Iron Age.
A study of an aspect or theme in British history that extends knowledge beyond 1066.
Year 4– Expectations of Skills
Area of history
Investigate and interpret the past
Build an overview of world history
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Understand chronology
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Communicate historically
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Expectations
Suggest suitable sources of evidence for historical enquiries.
Use more than one source of evidence for historical enquiry in order to gain a more
accurate understanding of history.
Describe the changes that have happened in the locality of the school throughout
history.
Give a broad overview of life in Britain.
Compare some of the times studied with those of other areas of interest around the
world.
Understand the concept of change over time, representing this, along with evidence,
on a time line.
Use dates and terms to describe events.
Use appropriate historical vocabulary to communicate including dates, time period,
era, change, chronology.
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Year 5 - Programme of study
Theme title
Making the news
The Romans
Programme of study
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A local history study.
Roman Empire and impact on Britain.
Year 5 – Expectations of Skills
Area of history
Investigate and interpret the past
Expectations
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Build an overview of world history
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Understand chronology
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Communicate historically
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Use sources of evidence to deduce information about the past.
Select suitable sources of evidence, giving reasons for choices.
Seek out and analyse a wide range of evidence in order to justify claims about the
past.
Understand that no single source of evidence gives the full answer to questions about
the past.
Identify continuity and change in the history of the locality of the school.
Give a broad overview of life in Britain and some major events from the rest of the
world.
Describe characteristics features of the past, including ideas, beliefs, attitudes and
experiences of men, women and children.
Describe the main changes in a period of history (using terms such as social, religious,
political, technological and cultural).
Use dates and terms accurately in describing events.
Use literacy, numeracy and computing skills to an exceptional standard in order to
communicate information about the past.
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Year 6 - Programme of study
Theme title
Vote for me!
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China
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Ancient Civilisation
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Programme of study
A study of an aspect or theme in British History that extends pupils’ chronological
knowledge beyond 1066.
The achievements of the earliest civilisation – an overview of where and when they first
appeared and an in-depth study of the following: Shang Dynasty of Ancient China.
A non-European society that provides contrast with British history – early Islamic
civilisation.
Year 6 – Expectations of Skills
Area of history
Investigate and interpret the past
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Build an overview of world history
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Understand chronology
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Communicate historically
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Expectations
Use sources of information to form testable hypotheses about the past.
Show an awareness of the concept pf propaganda and how historians must
understand the social context of evidence studied.
Refine lines of enquiry as appropriate.
Compare some of the times studied with those of the other areas of interest around
the world.
Describe the social, ethnic, cultural or religious diversity of past society.
Identify periods of rapid change in history and contrast them with times of relatively
little change.
Understand the concepts of continuity and change over time, representing them,
along with evidence on a timeline.
Use appropriate historical vocabulary to communicate, including dates, time period,
era, chronology, continuity, change, century, decade, legacy.
Use original ideas to present information and ideas.
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