History

• 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.

• 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.

• 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

• 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

• 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

• 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