History
BackOur History curriculum has been designed to contribute towards the cultural capital of the pupils at Aylesford School. The sequence of learning ensures the delivery of an ambitious curriculum, enabling pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It maximises outcomes for every pupil by ensuring an accessible, challenging curriculum personalised to the needs of our learners.
As a result of this, they will:
- Increase and develop their historical skills, concepts, knowledge and attitudes.
- Increase their understanding of the present in the context of the past.
- Develop and use their skills in enquiry, analysis, evaluation and argument.
- Develop a sense of identity through learning about the past.
- Have a seamless transition from Primary to Secondary Phase.
EYFS
| Term: | Skills: | Knowledge: | Key Vocabulary: |
|---|---|---|---|
|
Term 1 Marvellous Me and Let’s Celebrate British Value: Individual liberty, mutual respect Links with Geography |
|
Passing of Time
Sense of identity
Historical figures and events
|
Today Yesterday Tomorrow The present The past The future Day Week Month Long ago Old and new/recent Parent Grand parent Great grand parent Clue Memory Lifetime Calendar Who? What? Remember Time Christmas Birthday Order Earlier Later Earliest Latest |
|
Term 2 Winter Wonderland and The Great Outdoors
British Value: Individual liberty, mutual respect Links with Geography |
|
Passing of Time
Sense of identity
Historical figures and events
|
|
|
Term 3 Buzzin’ Around and Over and Under the Sea British Value: Individual liberty, mutual respect and tolerance |
|
Passing of Time
Sense of identity
Historical figures and events
|
Year 1
| Term: | Skills: | Knowledge: | Key Vocabulary: |
|---|---|---|---|
|
Term 1 Towers, Tunnels & Turrets British Value: Individual liberty, mutual respect and tolerance |
Intent:
Implementation:
|
The impact of an era studied has had on modern day life (local context)
Life of a child in that era
The impact of World history - crime and punishment.
Significant individuals
|
tower tunnel turret ramparts drawbridge portcullis moat dungeon trebuchet swords shields armour castle monarchy monastery knight king queen prince princess royalty peasant pope execution long ago past present before after then now period century change church court chronology/chronological similarities and differences sources timeline artefact ruin and reconstruction |
|
Term 2 To Infinity & Beyond British Value: Individual liberty, mutual respect Links with Geography |
Intent:
Implementation:
|
The impact of an era studied has had on modern day life (local context) Significant national & global event – moon landing
Life of a child in that era Changes within living memory
Significant individuals Neil Armstrong, Helen Sharman |
Past, present, future, now, then, before, after decade significant global/national memory Space NASA moon/planets/black holes milky way/galaxy/stars/universe lunar Module launch astronaut rocket chronology engineer Apollo flight pilot commander orbit quarantine Moon landing oral history international |
Year 2
| Term: | Skills: | Knowledge: | Key Vocabulary: |
|---|---|---|---|
|
Term 1 Land Ahoy!
British Value: Individual liberty, Rule of Law Links with Geography |
Intent: To develop an awareness of the past using common words and phrases relating to the passing of time. To identify similarities and differences between ways of life for adults and children in different periods of History. To use a wide vocabulary of everyday historical terms. To explore events, objects and pictures and use a wide range of information to answer questions Changes beyond living memory. To look at events and significant individuals that are significant locally, nationally or globally. To explain how people have helped us to have better lives and how the lives of significant individuals in the past have contributed to local, national and international achievements.
Implementation: Sequence events, photos and artefacts closer together in time. Describe memories of key events in lives. Use ICT and books to find out about people and events in other times. Sequence a collection of artefacts. Use time lines - confidently describe similarities and differences Compare pictures or photographs of people or events in the past.
|
The impact of an era studied has had on modern day life (local context) Compare Navy to Pirates
Life of a child in that era Pirate clothing
The impact of World history - crime and punishment. Compare Navy to Pirates
Significant figures Blackbeard Christopher Columbus |
Anne Bonny and Mary Read Blackbeard breeches captain Christopher Columbus fleet HMS Belfast Royal Navy skull and crossbones tricorn uniform warship primary evidence, secondary evidence, interpretation explorer America Asia Europe sail sea-faring Christianity Catholicism slavery Caribbean Atlantic voyage colony conquest decade discovery port, starboard, stern, rigging, sail, bow, deck pirate, robbery, theft, villain, achievements, conquer, voyage, invade significance, empathy chronology, sequence century global events artefact, source, settlers immigrant/emigrant |
|
Term 3 Muck, Mess & Mixtures
British Value: Individual liberty, mutual respect, democracy |
Intent: To develop an awareness of the past using common words and phrases relating to the passing of time. To identify similarities and differences between ways of life for adults and children in different periods of History. To use a wide vocabulary of everyday historical terms. To explore events, objects and pictures and use a wide range of information to answer questions To identify changes within living memory, where appropriate these should be used to reveal aspects of changes to local, national life. To know significant historical events, people and places in their own locality. To explain how people have helped us to have better lives and how the lives of significant individuals in the past have contributed to local, national and international achievements.
Implementation:
|
The impact of an era studied has had on modern day life (local context) Medicines Pharmacies and the availability of healthcare to the general public
Life of a child in that era Childhood illnesses e.g. scarlet fever, whooping cough Personal hygiene: baths Victorian schools
The impact of World history - crime and punishment. School punishment
Significant figures Florence Nightingale Queen Victoria Tennyson (poetry – literacy link and local street names on Forbes estate) |
mixture mess volume capacity millilitres, length height weight width depth centimetre cm metre m foot inches kilogram kg tonne guess estimate compare artist sketch draw shade infill paint observe mix, stir, make, bake, fill, empty research, explore, investigate magic power |
Year 3
| Term: | Skills: | Knowledge: | Key Vocabulary: |
|---|---|---|---|
|
Term 1 Stone Age – Iron Age British Value: Mutual respect Links with Geography |
Intent: To develop a chronologically secure knowledge and understanding of British, local and world History, establishing clear narratives within and across the periods studied. To use a timeline and describe events from the past using specific dates. To devise and address historically valid questions and understand the complexity of children's and adults lives in a period of History and compare this with life today. To understand how our knowledge of the past is constructed from a range of sources. To research in order to find similarities and differences between two or more periods of History. Changes in Britain from the Stone Age to the Iron Age. Implementation:
|
The impact of an era studied has had on modern day life (local context) Stonehenge Tools Farming/trading
Life of a child in that era Stone Age Diet Stone age homes/caves Clothing hobbies |
AD and BC archaeology chronological time periods ages Stone Age Bronze Age Iron Age Palaeolithic Mesolithic Prehistoric hunter-gatherer weapons spears tools, stone, metal-working society trading value archaeologists tribes agriculture, farming |
|
Term 3 Pharaohs British Value: Rule of Law Links with Geography |
Intent: To develop a chronologically secure knowledge and understanding of British, local and world History, establishing clear narratives within and across the periods studied. To use a timeline and describe events from the past using specific dates. To devise and address historically valid questions and understand the complexity of children's and adults lives in a period of History and compare this with life today. To understand how our knowledge of the past is constructed from a range of sources. To research in order to find similarities and differences between two or more periods of History. To know the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt Implementation:
|
The impact of an era studied has had on modern day life (local context) When and where the civilisation appeared Hieroglyphics Finding the tomb of Tutankhamun Architecture
Life of a child in that era Diet homes/caves Clothing hobbies Roles
The impact of World history - crime and punishment. Unification of upper and lower Egypt Serious crimes- imprisonment and execution Lesser crimes- flogging Significant figures Howard Carter Tutankhamun Cleopatra |
gods and goddesses ancient civilisation Egypt Egyptian pharaoh pyramid mummy sphinx canopic jar coffin mask coffin hieroglyphics desert mattock sickle plough Eye of Horus Ra Nut and Geb Horus Osiris Isis scarab beetle irrigation mummification tomb Nile slave |
Year 4
| Term: | Skills: | Knowledge: | Key Vocabulary: |
|---|---|---|---|
|
Term 1 Scrumdidilyumptious British Value: Mutual respect, Tolerance, Rule of Law, Democracy Links with Geography |
Intent: To develop a chronologically secure knowledge and understanding of British, local and world History, establishing clear narratives within and across the periods studied. To use a timeline and describe events from the past using specific dates. To devise and address historically valid questions and understand the complexity of children's and adults lives in a period of History and compare this with life today. To understand how our knowledge of the past is constructed from a range of sources. To research in order to find similarities and differences between two or more periods of History. To research a non-European society that provides contrasts with British history – Mayan civilization c. AD 900 Implementation:
|
The impact of an era studied has had on modern day life (local context) Mayan calendar/ astronomy Beliefs/religion Architecture – temples/pyramids
Life of a child in that era Mayan number system Mayan Civilisation Games that were played: Pok-a-tuk
The impact of World history - crime and punishment. Crime and Punishment (compare communities to the present eg houses)
Significant figures Gods and beliefs |
Mayans culture social class beliefs – gods, religions ancient, BC, period, chronology sources world countries empire, emperor settlements Mesoamerica Aztec monument temple jungle pyramid ocelot priest jaguar codices calendar astronomy stelae cacao beans chilli |
|
Term 2 Gods & Mortals
British Value: Democracy, Rule of law, individual liberty Links with Geography |
Intent: To develop a chronologically secure knowledge and understanding of British, local and world History, establishing clear narratives within and across the periods studied. To use a timeline and describe events from the past using specific dates. To devise and address historically valid questions and understand the complexity of children's and adults lives in a period of History and compare this with life today. To understand how our knowledge of the past is constructed from a range of sources. To research in order to find similarities and differences between two or more periods of History. Ancient Greece – a study of Greek life and achievements and their influence on the western world Implementation:
|
The impact of an era studied has had on modern day life Identify links between the Greek and British alphabet Roles of Women/Views of Men Medicine – compare the work by Hippocrates to today’s medicine (Hippocrates Theory, The four humours) Similarities and differences between the voting systems in Ancient Greece and Britain today Olympics: Marathons, Sports, Stadiums, Olympic touch
Life of a child in that era Compare the modern day Olympics different to Ancient Greeks What can we learn from Greek pots about the Olympics - Art culture Gender discrimination in the Olympics
The impact of World history - crime and punishment. Changes in crime and punishment from the Ancient Greeks to the modern day.
Significant figures Pandora (first human women of Greek Mythology); Helen of Troy Greek Gods Alexander the Great |
myths and legends god culture Hellenes Minoans Mycenaean Archaic Classical Greece city-state Sparta Olympia Delphi Corinth Athens conquer decoy troy formation, invasion warrior solider cavalry democracy |
Year 5
| Term: | Skills: | Knowledge: | Key Vocabulary: |
|---|---|---|---|
|
Term 1 Revolting Romans British Value: Democracy, Individual liberty, mutual respect Links with Geography |
Intent: To develop a chronologically secure knowledge and understanding of British, local and world History, establishing clear narratives within and across the periods studied. To use a timeline and describe events from the past using specific dates. To devise and address historically valid questions and understand the complexity of children's and adults lives in a period of History and compare this with life today. To understand how our knowledge of the past is constructed from a range of sources. To research in order to find similarities and differences between two or more periods of History. The Roman Empire and its impact on Britain Implementation:
|
The impact of an era studied has had on modern day life (local context) Life in Roman Britain – settlements, forts, roads, language, culture Lunt Fort, Chedworth Roman Villa Britain influenced by the Romans. Roman engineering – aqueducts/catapults
Life of a child in that era Roman houses and towns Roman clothing
The impact of World history - crime and punishment. Democracy – elected leaders Roman army / 21st Century army
Significant figures Queen Boudicca Julius Caesar Hengist and Horsa |
revolt rebellion invasion Colosseum amphitheatre aqueduct bath house mosaic temple villa centurion chariot barbarian gladiator Boudicca toga Julius Caesar emperor Roman numerals |
|
Term 3 Traders & Raiders
British Value: Democracy, Rule of Law Links with Geography |
Intent: To develop a chronologically secure knowledge and understanding of British, local and world History, establishing clear narratives within and across the periods studied. To use a timeline and describe events from the past using specific dates. To devise and address historically valid questions and understand the complexity of children's and adults lives in a period of History and compare this with life today. To understand how our knowledge of the past is constructed from a range of sources. To research in order to find similarities and differences between two or more periods of History. To identify Britain’s settlement by Anglo-Saxons and Scots To know the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Implementation:
|
The impact of an era studied has had on modern day life (local context) Scots invasions from Ireland to north Britain (now Scotland) Kingdoms Place names (link to Romans) Farming -Land use. traders – routes, items traded and markets and impact
Life of a child in that era Settlements and homes. Food Roles for family members
The impact of World history - crime and punishment. weaponry and armoury Catching criminals How were they punished
Significant figures Ragner |
Anglo-Saxons Scots Vikings digital mapping grid reference ordnance survey compass 8-point compass N, E, S, W, NE, NW, SE, SW legal system monarchy King Ethelred II Monastery Bibles Alfred the Great Edward the Confessor Invader Pillage Raider Destroy Conquest Fortify Danegeld conquer Longboat shield helmet sword artefact armour longhorns century BC, AD archaeology archaeologist excavation legend saga poem Valhalla Wergild |
Year 6
| Term: | Skills: | Knowledge: | Key Vocabulary: |
|---|---|---|---|
|
Term 1 Fallen Fields
British Value: Democracy, Rule of Law, Individual liberty, mutual respect Links with Geography |
Intent: To develop a chronologically secure knowledge and understanding of British, local and world History, establishing clear narratives within and across the periods studied. To use a timeline and describe events from the past using specific dates. To devise and address historically valid questions and understand the complexity of children's and adults lives in a period of History and compare this with life today. To understand how our knowledge of the past is constructed from a range of sources. To research in order to find similarities and differences between two or more periods of History. A local history study A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Implementation:
|
The impact of an era studied has had on modern day life (local context) Local – Budbrooke barracks Regional study – Coventry bombings Remembrance Day Roles of women International impact – countries involved. Propaganda Perspectives of different people and impact at the end of the war Battle of Britain – key events, significance in the war Bletchley Park and Enigma code
Life of a child in that era Evacuees – life for a child in war Rationing – economic trade links Child’s perspective at the beginning and end of war
The impact of World history - crime and punishment. Holocaust Democracy – politics
Significant figures Churchill, Hitler Anne Frank Billy Strachan (Black History) |
air-raid siren ammunition Anderson shelter Anne Frank assassination Auschwitz battle Blitz brick shelters Churchill conflict conquer Coventry debris evacuee factories First World War Flanders Field Franz Ferdinand Hitler Holocaust home front invade Last Post Morrison shelters Normandy Persecution Propaganda Rations Remembrance Second World War trench foot Trenches U-boat war |