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Download History Years 3 to 6 - Ashley Junior School
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Transcript
Ashley Junior School Curriculum 2014 map for History At Ashley Junior School, the children will have two opportunities in each year group to learn about different periods of history. Each learning unit will be integrated with other curriculum areas, such as art and literacy, giving the children more opportunities to learn about the people, places and events of the past in depth and to share their knowledge and understanding in a variety of different forms. Through our learning units the children will develop: 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 and others’ 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. Year group 3 Autumn Term Spring Term Summer Term Changes in Britain from the stone age to the Iron Age: Late Neolithic huntergatherers and early farmers Iron Age hill forts: tribal kingdoms, farming, art and culture The Roman Empire and its impact on Britain: Julius Caesar’s attempted invasion in 55-54 BC British resistance, for example, Boudica The impact the Romans had in Britain, considering what aspects of the legacy are most significant Trip: Fishbourne Roman Villa Trip: Butser Archaeological Farm 4 Britain’s settlement by AngloSaxons and Scots and The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor: Anglo-saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Viking raids and invasion Anglo-Saxon laws and justice Trip: Winchester A Local History Study- the New Forest: The Norman invasion 1066 The death of William Rufus The origin of commoning laws on the forest and the role of verderers and agisters Famous local people in the new Forest (e.g. Brusher Mills,Alice Hargreaves, Alice Lisle etc) Trip: The new Forest Museum / The Verderers’ Court Year group 5 6 Autumn Term Spring Term Ancient Greece- a study of Greek life and achievements and their influence on the western world: Greek architecture Famous Greeks such as scientists, mathematicians, philosophers and story tellers The Greek Gods and Goddesses through Myths (such as Perseus and Medusa, The Twelve labours of Hercules) Trip: Southampton Art Gallery (Set of Perseus and Medusa paintings and architecture shown in paintings in the gallery) A Study of a theme in British History: Changes in transport from World war I -World War II Evacuees through transport and Friend or Foe by Michael Morpurgo Trip: National Gallery (focus on war paintings) War Horse production The achievements of the earliest civilisations: An overview of where and when the first civilisations appeared The afterlife in Ancient Egypt Farming and the importance of the River Nile Summer Term Trip: Highclere Castle Visiting Drama group? A non-European society that provides contrasts with British history- a study of Baghdad c.AD 900: Maths Arabian Nights Arabian Nights Production? History Milestones within the four Essential learning objectives Topic To investigate and interpret the past YEAR 3 Changes in Britain from the stone age to the Iron Age: Late Neolithic huntergatherers and early farmers Iron Age hill forts: tribal kingdoms, farming, art and culture YEAR 3 The Roman Empire and its impact on Britain: Julius Caesar’s attempted invasion in 55-54 BC British resistance, for example, Boudica The impact the Romans had in Britain, considering what aspects of the legacy are most significant To build an overview of world history Use evidence to ask questions and find answers to questions about the past Suggest causes and consequences of some of the main events and changes in history 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 different accounts of a historical event, explaining some of the reasons why the accounts may differ Suggest causes and consequences of some of the main events and changes in history Describe changes that have happened in the locality of the school throughout history (Hengistbury Head?) To understand chronology Understand the concept of change over time, representing this, along with evidence, on a time line To communicate historically Compare some of the times studied with those of other areas of interest around the world Describe the social or religious diversity of past society Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women or children Place events, artefacts and historical figures on a time line using dates Use dates and terms to describe events Use appropriate historical vocabulary to communicate, including; dates, time period, era, change, chronology Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Use appropriate historical vocabulary to communicate, including; dates, time period, era, change, chronology Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Show an understanding of concepts such as civilisation, war and peace (Milestone 1) Topic To investigate and interpret the past YEAR 4 Britain’s settlement by AngloSaxons and Scots and The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor: Anglo-saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Viking raids and invasion Anglo-Saxon laws and justice Year 4 A Local History Study- the New Forest: The Norman invasion 1066 The death of William Rufus The origin of commoning laws on the forest and the role of verderers and agisters Famous local people in the new Forest (e.g. Brusher Mills,Alice Hargreaves, Alice Lisle etc) To build an overview of world history Use evidence to ask questions and find answers to questions about the past (e.g. study of settlement names) Suggest suitable sources of evidence for historical enquiries Suggest causes and consequences of some of the main events and changes in history Suggest causes and consequences of some of the main events and changes in history Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ To understand chronology Compare some of the times studied with those of other areas of interest around the world Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women or children Describe changes that have happened in the locality of the school throughout history Give a broad overview of life in Britain from ancient until Tudor /Stuart times (milestone 3) Place events, artefacts and historical figures on a time line using dates To communicate historically 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 Show an understanding of concepts such as civilisation, monarchy, war and peace (Milestone 1) Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Use appropriate historical vocabulary to communicate, including; dates, time period, era, change, chronology Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Show an understanding of concepts such as monarchy, parliament, war and peace (Milestone 1) Topic To investigate and interpret the past Year 5 Ancient Greece- a study of Greek life and achievements and their influence on the western world: Greek architecture Famous Greeks such as scientists, mathematicians, philosophers and story tellers The Greek Gods and Goddesses through Myths (such as Perseus and Medusa, The Twelve labours of Hercules) Year 5 The achievements of the earliest civilisations: An overview of where and when the first civilisations appeared The afterlife in Ancient Egypt Farming and the importance of the River Nile To build an overview of world history Use sources of evidence to ask questions and find answers to questions about the past Use sources of evidence to form testable hypotheses about the past 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 Select suitable sources of evidence, giving reasons for choices 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 To understand chronology Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural) To communicate historically Compare some of the times studied with those of the other areas of interest around the world Use dates and terms accurately in describing events Show an understanding of concepts such as civilisation, democracy, and war and peace (Milestone 1) Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past Show an understanding of concepts such as civilisation (Milestone 1) Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Use original ways to present information and ideas Topic Year 6 A Study of a theme in British History: Changes in transport from World war I -World War II Evacuees through transport and Friend or Foe by Michael Morpurgo To investigate and interpret the past YEAR 6 A non-European society that provides contrasts with British history- a study of Baghdad c.AD 900: Maths Arabian Nights (details of topic to be added later when History packs and resources are available) To build an overview of world history Select suitable sources of evidence, giving reasons for choices Use sources of evidence to form testable hypotheses about the past Seek out and analyse a wide range of evidence in order to justify claims about the past Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied Understand that no single source of evidence gives the full answer to questions about the past Use sources of evidence to ask questions and find answers to questions about the past Refine lines of enquiry as appropriate Identify continuity and change in the history of the locality of the school Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children To understand chronology Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural) 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 time line To communicate historically Describe the social, ethnic, cultural or religious diversity of past society Compare some of the times studied with those of the other areas of interest around the world Use dates and terms accurately in describing events Show an understanding of concepts such as monarchy, parliament, and war and peace (Milestone 1) Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Use original ways to present information and ideas Show an understanding of concepts such as civilisation and war and peace (Milestone 1)