Key Stage 1 1 Areas to be covered:

  • Changes within living memory (e.g.- family tree, school)
  • Events beyond living memory ( Great Fire of London, Guy Fawkes)
  • Black History Month: Barack Obama

Skills to be taught:

  • Sequence events/ photographs in their life
  • Sequence 3 or 4 artefacts from distinctly different periods of time
  • Match objects to people of different ages
  • Recognise the difference between past and present in their own and others lives
  • Know and recount episodes from stories about the past
  • Use stories to encourage children to distinguish between fact and fiction
  • Compare adults talking about the past – how reliable are their memories?
  • Find answers to simple questions about the past from sources of information e.g. artefacts.


2 Areas to be covered:

  • Lives of significant individuals from the past and significant historical events/people locally (Boots the Chemist- Jesse Boot, Lace industry, Raleigh)
  • Roman Empire and its impact on Britain
  • Black History Month: Rosa Parkes

Skills to be taught:

  • Sequence artefacts closer together in time
  • Describe memories of key events in lives
  • Recognise why people did things, why events happened and what happened as a result
  • Identify differences between ways of life at different times
  • Compare 2 versions of a past event
  • Compare pictures or photographs of people or events in the past
  • Discuss reliability of photos/ accounts/stories
  • Use a source – observe or handle sources to answer questions about the past on the basis of simple observations.


Lower Key Stage 2 3 Areas to be covered:

  • Britain’s settlement by Anglo-Saxons and Vikings
  • British History- Overview of WW2 focusing on a significant event e.g Battle of Britain.
  • Black History Month: Jesse Owens

Skills to be taught:

  • Place the time studied on a time line
  • Use dates and terms related to the study unit and passing of time
  • Sequence several events or artefacts
  • Find out about everyday lives of people in time studied
  • Compare with our life today
  • Identify reasons for and results of people’s actions
  • Identify and give reasons for different ways in which the past is represented
  • Distinguish between different sources – compare different versions of the same story
  • Look at representations of the period – museum, cartoons etc
  • Use a range of sources to find out about a period
  • Observe small details – artefacts, pictures
  • Select and record information relevant to the study
  • Begin to use the library and internet for research


4 Areas to be covered:

  • Local History study (Paul Smith)
  • Ancient Greece – A study of Greek life, achievements and their influence on Western life.
  • Black History Month: Viv Anderson (or a local hero)

Skills to be taught:

  • Place events from period studied on time line
  • Use terms related to the period and begin to date events
  • Understand more complex terms eg BC/AD
  • Use evidence to reconstruct life in time studied
  • Identify key features and events of time studied
  • Offer a reasonable explanation for some events
  • Begin to evaluate the usefulness of different sources
  • Use text books/ internet and historical knowledge to build up a picture of a past event
  • Choose relevant material to present a picture of one aspect of life in time past
  • Ask a variety of questions
  • Use the library and internet for research


Upper Key Stage 2 5 Areas to be covered:

  • Significant turning point in British History (Victorians-Industrial Revolution)
  • Achievements of Ancient Civilisation (E.g. Egyptians)
  • Black History Month: Nelson Mandela

Skills to be taught:

  • Know and sequence key events of time studied on a timeline
  • Use relevant terms and period labels
  • Make comparisons between different times in the past
  • Study different aspects of different people – differences between men and women
  • Examine causes and results of great events and the impact on people
  • Compare life in early and late ‘times’ studied
  • Compare an aspect of life with the same aspect in another period
  • Compare accounts of events from different sources – fact or fiction
  • Offer some reasons for different versions of events
  • Begin to identify primary and secondary sources
  • Use evidence to build up a picture of a past event
  • Select relevant sections of information
  • Use the library and internet (reliable sources) for research with increasing confidence


6 Areas to be covered:

  • Changes in Britain from the Stone Age to the Iron Age
  • A non- European society (Mayan Civilisation)
  • Black History Month: Martin Luther King

Skills to be taught:

  • Place current study on time line in relation to other studies (placing events from previous years). Sequence up to 10 events on a time line.
  • Use relevant dates and terms
  • Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings 
  • Compare beliefs and behaviour with another 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
  • Link sources and work out how conclusions were arrived at
  • Consider ways of checking the accuracy of interpretations – fact or fiction and opinion
  • Be aware that different evidence will lead to different conclusions
  • Confidently use the library and internet for research
  • Recognise primary and secondary sources
  • Use a range of sources to find out about an aspect of time past
  • Bring knowledge gathered from several sources together in a fluent account


Get In Touch

Ambleside Primary School
Minver Crescent

Call us on: 0115 900 3610

Email us at: admin@ambleside.nottingham.sch.uk
Ambleside Primary School