History
Curriculum Intent
At Chyngton we teach history so that our children develop a sense of chronology (time), what has changed over time and what has stayed the same and what causes have led to what effects.
In doing this we want our children to learn how to be a historian, which involves being able to:
- Identify and interpret sources of evidence
- Talk about the reliability of certain sources of evidence
- Use different sources of evidence to account for an event
- Make connections between events, places and people
- Understand the impact and legacy of historical events and civilisations.
EYFS Aim:
History in the EYFS is explored through the learning area of Understanding the World and increase children’s knowledge to enable them to make sense of the world around them.
This involves children being able to:
- Talk about the lives of people around them and their roles in society
- Know about some similarities and differences between things in the past and now
- Begin to have an understanding of the past.
Progression Map
EYFS
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Early Years Foundation Stage Curriculum Knowledge |
Key Skills |
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Early Learning Goal ‘Past and Present’ |
Chronology |
Interpretation |
Methods of enquiry |
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Reception
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Children:
· Talk about the lives of the people around them and their roles in society · Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Past and Present ELG · Understand the past through settings, characters and events encountered in books read in class and through storytelling encountered in books read in class and storytelling.
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Talk about past events in their own lives
Organise events during and prior to their lifetime using basic chronology, recognising that things happened before they were born |
learn to recognise the difference between historical and modern-day objects, describing their features and uses.
Closely observe pictures and artefacts, spotting clues that suggest something is from the past.
Begin to sort and categorise objects and images as old or new, and compare how things have changed over time. |
Explore how some things change as time passes while others remain the same.
Observe and discuss how people grow and change at different stages of life.
Sort and categorise toys exploring how interests change over time. |
Years 1 & 2
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Curriculum Content - Knowledge |
Key Skills |
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Knowledge – Statutory (NC) and non-statutory |
Chronology |
Interpretation |
Methods of enquiry |
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KS1 Classes (Y1 Objectives)
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Pupils are taught about:
Changes within living memory - where appropriate, these should be used to reveal aspects of change in national life
Significant historical events, people and places in their own locality
Words and phrases used to describe the passing of time include now, yesterday, last week and last year.
Recognise that photographs can be ordered chronologically on a timeline
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Order information on a timeline.
Use common words and phrases relating to the passing of time to communicate ideas and observations (here, now, then, yesterday, last week, last year, years ago and a long time ago). |
Understand the term significant and explain why a significant individual is important. Identify some key features of a significant historical event beyond living memory.
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Use a range of historical artefacts to find out about the past.
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KS1 Classes (Y2 Objectives)
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Pupils are taught about:
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
Significant historical events, people and places in their own locality
Historical terms and phrases linked to monarchs include king, queen, sovereign, ruler and reign. Hierarchy is a way of organising people in society according to how important they are. The Battle of Hastings in 1066 led to the Norman Conquest and the reign of William the Conqueror.
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Use the historical terms year, decade and century.
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Use historical models to make judgements about significance and describe the impact of a significant historical individual.
Explain why an event from the past is significant |
Examine an artefact and suggest what it is, where it is from, when and why it was made and who owned it.
Present historical information in a simple non-chronological report, chart, fact file, quiz, story or biography.
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Year 3
| National Curriculum Content | Key Skills | ||
| Knowledge - Statutory and depth of knowledge | Chronology | Interpretation | Methods of enquiry |
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A local history study
Ancient Greece – a study of Greek life and achievements and their influence on the western world
Find out about everyday lives of people in time studied and compare with our life today Identify reasons for and results of people’s actions |
Place events from period studied on a time line
Use terms related to the period and begin to date events Understand more complex terms e.g. BC/AD |
Look at a range evidence, including artefacts, available Begin to evaluate the usefulness of different sources |
Use a range of sources, including artefacts and pictures, to find out about a period and observe small details
Select and record information relevant to the study Begin to use the library, experts, internet and field trips for research to answer questions |
Year 4
| National Curriculum Content | Key Skills | ||
| Knowledge - Statutory and depth of knowledge | Chronology | Interpretation | Methods of enquiry |
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The Roman Empire and its impact on Britain
Britain’s settlement by Anglo-Saxons and Scots
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
Use evidence to reconstruct life in time studied Identify key features and events Look for links and effects in time studied and offer a reasonable explanation for some events Develop a broad understanding of ancient civilisations Study change through the lives of significant individuals |
Place events from period studied on a time line
Use terms related to the period and date events
Have a greater understanding of more complex terms e.g. BCE/CE (before common era / common era) |
Identify and give reasons for different ways in which the past is represented Distinguish between different sources and evaluate their usefulness |
Use and select from a wider range of evidence to build up a picture of a past event or aspect of life in time past Ask a variety of questions and use the library and internet selectively for research to answer |
Year 5
| National Curriculum Content | Key Skills | ||
| Knowledge - Statutory and depth of knowledge | Chronology | Interpretation | Methods of enquiry |
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A local history study
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Egypt
Study different aspects of life of people – eg beliefs, attitudes, differences between men and women in Tudor / Egyptian times
Examine causes and results of great events and the impact on people Compare an aspect of life with the same aspect in another period |
Place current study on time line in relation to previous other studies and make comparisons between different times in history
Know and sequence key events of time studied
Use appropriate historical vocabulary, dates and time periods |
Compare accounts of events from different sources
Distinguish between fact and opinion
Offer some reasons for different versions of events |
Begin to identify primary and secondary sources and use evidence to build up a picture of life in time studied
Select relevant sections of information from books and internet and use original ways to present information, giving reasons for choices |
Year 6
| National Curriculum Content | Key Skills | ||
| Knowledge - Statutory and depth of knowledge | Chronology | Interpretation | Methods of enquiry |
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A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 - WWII
Changes in Britain from the Stone Age to the Iron Age
A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; - Mayans (exploration of)
Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings (The Homefront only)
Compare beliefs and behaviour with another period 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 Compare and contrast ancient civilisations |
Make comparisons between different times in history and evaluate the impact of different times
Know and sequence key events of time studied in more detail Use relevant historical vocabulary with more precision |
Link sources and work out how conclusions were arrived at
Be aware of social context and that different evidence will lead to different conclusions
Consider ways of checking the accuracy of interpretations – fact, fiction or opinion Be aware that different evidence will lead to different conclusions |
Recognise primary and secondary sources
Use a wide range of sources and evidence to find out about an aspect of time past
Suggest omissions and the means of finding out Bring knowledge gathering from several sources together in a fluent account |
