Key
Stage |
Year |
|
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
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