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Our 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: 'Needs to Know'	Key Vocabulary:
Term 1 Marvellous Me and Let’s Celebrate British Value: Individual liberty, mutual respect Links with Geography	Talk about members of their immediate family and community. Name and describe people who are familiar to them. Comment on images of familiar situations in the past	History: Past and Present Children will know some members of their families and be able to talk about past events within their lifetime.	Today Yesterday Tomorrow Day Week Month Grand parent Great grand parent Calendar Who? What? Remember Christmas Birthday Order Earlier Later Earliest Latest
Term 2 Winter Wonderland and The Great Outdoors British Value: Individual liberty, mutual respect Links with Geography	Compare and contrast characters from stories, including figures from the past Talk about members of their immediate family and community.	History: Past and Present Visually represent their own day on a simple timeline (correspond with number 7 work, days of the week) Find out about the life and travels of Captain Harpreet Chandi (living polar explorer.) History: Past and Present Talk about and understand changes in their own lifetime, by creating a personal timeline. Describe images of familiar situations in the past using books such as, ‘When we were giants’, ‘Peepo’, Shirley Hughes stories. Identify features of growth and change.	Time The present The past The future Long ago Old and new recent different change history
Term 3 Buzzin’ Around and Over and Under the Sea British Value: Individual liberty, mutual respect and tolerance	Talk about members of their immediate family and community. Name and describe people who are familiar to them. Comment on images of familiar situations in the past	History: Past and Present Recount an event, orally, pictorial and/or with captions. Talk about key roles people have in society both in the present and past. Name and describe people who are familiar to them within their community e.g., police, fire service, doctors, dentist History: Past and Present Order experiences in relation to themselves and others, including stories. Recount educational visit (All Things Wild) Comment on images of familiar situations in the past. Describe features of objects, people, places at different times and make comparisons. Talk about what is the same and different.	Memory Lifetime past, now, modern, old, new, order police, fire service, doctors, dentist

Term:

Skills:

Knowledge:

'Needs to Know'

Key Vocabulary:

Term 1

Marvellous Me and Let’s Celebrate

British Value: Individual liberty, mutual respect

Links with Geography

Talk about members of their immediate family and community.
Name and describe people who are familiar
to them.
Comment on images of familiar situations
in the past

History: Past and Present

Children will know some members of their families and be able to talk about past events within their lifetime.

Today

Yesterday

Tomorrow

Day

Week

Month

Grand parent

Great grand parent

Calendar

Who? What?

Remember

Christmas

Birthday

Order

Earlier

Later

Earliest

Latest

Term 2

Winter Wonderland and The Great Outdoors

British Value: Individual liberty, mutual respect

Links with Geography

Compare and contrast characters from stories, including figures from the past
Talk about members of their immediate family and community.

History: Past and Present

Visually represent their own day on a simple timeline (correspond with number 7 work, days of the week)

Find out about the life and travels of Captain Harpreet Chandi (living polar explorer.)

History: Past and Present

Talk about and understand changes in their own lifetime, by creating a personal timeline.

Describe images of familiar situations in the past using books such as, ‘When we were giants’, ‘Peepo’, Shirley Hughes stories. Identify features of growth and change.

Time

The present

The past

The future

Long ago

Old and new

recent

different

change

history

Term 3

Buzzin’ Around and Over and Under the Sea

British Value: Individual liberty, mutual respect and tolerance

Talk about members of their immediate family and community.
Name and describe people who are familiar to them.
Comment on images of familiar situations in the past

History: Past and Present

Recount an event, orally, pictorial and/or with captions.

Talk about key roles people have in society both in the present and past. Name and describe people who are

familiar to them within their community e.g., police, fire service, doctors, dentist

History: Past and Present

Order experiences in relation to themselves and others, including stories. Recount educational visit (All Things Wild)

Comment on images of familiar situations in the past. Describe features of objects, people, places at different times and make comparisons. Talk about what is the same and different.

Memory

Lifetime

past,

now,

modern,

old,

new,

order

police,

fire service,

doctors,

dentist

Year 1

Term:	Skills:	Knowledge:	Key Vocabulary:
Term 1 Towers, Tunnels & Turrets British Value: Individual liberty, mutual respect and tolerance 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 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. Implementation: Sequence events or objects in chronological order. Drama – why people did things in the past. Begin to identify different ways to represent the past (e.g. photos, stories, adults talking about the past) (photos - BBC website) visitor to come in and be Henry VIII and talk to the children about what life was like. The children to interview visitor. Ask and answer questions related to different sources and objects. Children to ask Henry VIII different questions about his life. Compare to now and then. Use as wide a range of sources as possible. Sort artefacts ‘then’ and ‘now’. Use Venn Diagrams to sort different features of castles and different clothing. Speaking and listening (links to literacy) Timelines (3D with objects/sequential pictures) Writing (reports, labelling, simple recount) Recounts of their trips to the castles and labelling the different parts of the castles. Drawing, Drama/role play. Children to act out significant events. ICT research on computers King Henry VIII and find out about his life.	The impact of an era studied has had on modern day life (local context) Warwick Castle/Kenilworth Castle The current Royal family Life of a child in that era Food Clothing The impact of World history - crime and punishment. Protection – knight’s shield/Protection today Significant individuals Henry VIII Significant historical events, people & places in own locality	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: To develop an awareness of the past using common words and phrases relating to the passing of time. 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 know events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated. 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 or objects in chronological order. Use a range of sources to find out characteristics features of the past. Begin to identify different ways to represent the past (e.g. photos, stories, adults talking about the past) (photos - BBC website) visitor to come in and talk about the moon landing and answer questions from the children. Use as wide a range of sources as possible. Speaking and listening (links to literacy) Timelines (3D with objects/sequential pictures) Drawing, Drama/role play. Children to go on the Apollo 11 mission, look at the 5 senses. ICT research the moon landing Writing (reports, labelling, simple recount) use the research to write newspaper reports.	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

Term:

Skills:

Knowledge:

Key Vocabulary:

Term 1

Towers, Tunnels & Turrets

British Value: Individual liberty, mutual respect and tolerance

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 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.

Implementation:

Sequence events or objects in chronological order.

Drama – why people did things in the past.
Begin to identify different ways to represent the past (e.g. photos, stories, adults talking about the past) (photos - BBC website) visitor to come in and be Henry VIII and talk to the children about what life was like. The children to interview visitor.
Ask and answer questions related to different sources and objects. Children to ask Henry VIII different questions about his life. Compare to now and then.
Use as wide a range of sources as possible.
Sort artefacts ‘then’ and ‘now’. Use Venn Diagrams to sort different features of castles and different clothing.
Speaking and listening (links to literacy)
Timelines (3D with objects/sequential pictures)
Writing (reports, labelling, simple recount) Recounts of their trips to the castles and labelling the different parts of the castles.
Drawing, Drama/role play. Children to act out significant events.
ICT research on computers King Henry VIII and find out about his life.

The impact of an era studied has had on modern day life (local context)

Warwick Castle/Kenilworth Castle

The current Royal family

Life of a child in that era

Food

Clothing

The impact of World history - crime and punishment.

Protection – knight’s shield/Protection today

Significant individuals

Henry VIII

Significant historical events, people & places in own locality

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:

To develop an awareness of the past using common words and phrases relating to the passing of time.
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 know events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated.
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 or objects in chronological order.
Use a range of sources to find out characteristics features of the past.
Begin to identify different ways to represent the past (e.g. photos, stories, adults talking about the past)
(photos - BBC website) visitor to come in and talk about the moon landing and answer questions from the children.
Use as wide a range of sources as possible.
Speaking and listening (links to literacy)
Timelines (3D with objects/sequential pictures) Drawing, Drama/role play. Children to go on the Apollo 11 mission, look at the 5 senses.
ICT research the moon landing
Writing (reports, labelling, simple recount) use the research to write newspaper reports.

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. Drama – develop empathy and understanding (hot seating, speaking and listening.) Be able to identify different ways to represent the past. Use a source – why, what, who, where – to ask questions and find answers. Discuss the effectiveness of sources. Create a class museum of photos, artefacts and work produced in class.	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 Comissioned pirates (government) to traditional Pirates Significant figures Blackbeard Christopher Columbus Significant Event Titanic	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: Sequence artefacts close together in time Sequence events Sequence photos etc. from different periods of life Describe memories of key events in lives Find out about people and events in other times Collection of artefacts – confidently describe similarities and differences Compare pictures or photographs of people or events in the past Able to identify ways to represent the past Use a source – why, what, who, how, where to ask questions and find answers Sequence a collection of artefacts Use of timelines Discuss the effectiveness of sources	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 the Victorian era Childhood illnesses e.g. scarlet fever, whooping cough Personal hygiene: baths Victorian schools The impact of World history: Victorians - crime and punishment. School punishment Significant figures Florence Nightingale Queen Victoria Tennyson (poetry – literacy link and local street names on Forbes estate, Warwick)	Florence nightingale Crimean war Medicine Pharmacy Health Healthcare Charity Medal Soldier Hospital Injury Era Illness Hygiene Crime Punishment Sequence Artefacts Timeline Chronology Past Present Future Compare Similar/different

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.
Drama – develop empathy and understanding (hot seating, speaking and listening.)
Be able to identify different ways to represent the past.
Use a source – why, what, who, where – to ask questions and find answers.
Discuss the effectiveness of sources.

Create a class museum of photos, artefacts and work produced in class.

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 Comissioned pirates (government) to traditional Pirates

Significant figures

Blackbeard

Christopher Columbus

Significant Event

Titanic

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:

Sequence artefacts close together in time
Sequence events

Sequence photos etc. from different periods of life
Describe memories of key events in lives
Find out about people and events in other times
Collection of artefacts – confidently describe similarities and differences
Compare pictures or photographs of people or events in the past
Able to identify ways to represent the past
Use a source – why, what, who, how, where to ask questions and find answers
Sequence a collection of artefacts
Use of timelines

Discuss the effectiveness of sources

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 the Victorian era

Childhood illnesses e.g. scarlet fever, whooping cough

Personal hygiene: baths

Victorian schools

The impact of World history: Victorians - crime and punishment.

School punishment

Significant figures

Florence Nightingale

Queen Victoria

Tennyson (poetry – literacy link and local street names on Forbes estate, Warwick)

Florence nightingale

Crimean war

Medicine

Pharmacy

Health

Healthcare

Charity

Medal

Soldier

Hospital

Injury

Era

Illness

Hygiene

Crime

Punishment

Sequence

Artefacts

Timeline

Chronology

Past

Present

Future

Compare

Similar/different

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 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: To use a timeline and describe events from the past using specific dates. Place the time studied on a timeline Sequence event or artefacts Use dates related to passing of time Find out about everyday lives of people in the time studied Compare with our life today Identify reasons for and results of people’s actions Understand why people may have had to do something Identify and give reasons for different ways in which the past is represented Distinguish between sources and evaluate their usefulness 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, e-learning for research Ask and answer questions Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, models	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 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 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: use a timeline and describe events from the past using specific dates. Place the time studied on a timeline Sequence event or artefacts Use dates related to passing of time Find out about everyday lives of people in the time studied Compare with our life today Identify reasons for and results of people’s actions Understand why people may have had to do something Study changes through the lives of significant individuals Identify and give reasons for different ways in which the past is represented Distinguish between sources and evaluate their usefulness Look at representations of the period – museum, cartoon, 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, e-learning for research Ask and answer questions Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, models	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

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 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:

To use a timeline and describe events from the past using specific dates.
Place the time studied on a timeline
Sequence event or artefacts
Use dates related to passing of time
Find out about everyday lives of people in the time studied
Compare with our life today
Identify reasons for and results of people’s actions
Understand why people may have had to do something
Identify and give reasons for different ways in which the past is represented
Distinguish between sources and evaluate their usefulness
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, e-learning for research
Ask and answer questions
Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, models

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

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 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:

use a timeline and describe events from the past using specific dates.
Place the time studied on a timeline
Sequence event or artefacts
Use dates related to passing of time
Find out about everyday lives of people in the time studied
Compare with our life today
Identify reasons for and results of people’s actions
Understand why people may have had to do something
Study changes through the lives of significant individuals
Identify and give reasons for different ways in which the past is represented
Distinguish between sources and evaluate their usefulness
Look at representations of the period – museum, cartoon, 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, e-learning for research
Ask and answer questions
Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, models

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

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 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 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: use a timeline and describe events from the past using specific dates. use evidence to reconstruct life in time studied develop a broad understanding of ancient civilisations look at evidence available begin to evaluate the usefulness of different sources place events from period studied on a timeline use terms related to the period and begin to date events understand more complex terms e.g. BC/AD identify key features and events know the period in which the study is set work independently and in groups use terms related to the period look for links and effects in time studied Offer a reasonable explanation for some events use evidence to build up a picture of the past ask a variety of questions display findings in different ways Use of textbooks and historical knowledge choose relevant material to present a picture of one aspect of life in time past Developing a broad understanding of ancient civilisations Cause and consequence Interpretations of history.	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 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 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 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: Use a timeline and describe events from the past using specific dates. use evidence to reconstruct life in time studied develop a broad understanding of ancient civilisations look at evidence available begin to evaluate the usefulness of different sources place events from period studied on a timeline use terms related to the period and begin to date events understand more complex terms e.g. BC/AD identify key features and events know the period in which the study is set work independently and in groups use terms related to the period look for links and effects in time studied Offer a reasonable explanation for some events use evidence to build up a picture of the past ask a variety of questions display findings in different ways Use of textbooks and historical knowledge choose relevant material to present a picture of one aspect of life in time past Developing a broad understanding of ancient civilisations Cause and consequence	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

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 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 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:

use a timeline and describe events from the past using specific dates.
use evidence to reconstruct life in time studied
develop a broad understanding of ancient civilisations
look at evidence available
begin to evaluate the usefulness of different sources
place events from period studied on a timeline
use terms related to the period and begin to date events
understand more complex terms e.g. BC/AD
identify key features and events
know the period in which the study is set
work independently and in groups
use terms related to the period
look for links and effects in time studied
Offer a reasonable explanation for some events
use evidence to build up a picture of the past
ask a variety of questions
display findings in different ways
Use of textbooks and historical knowledge
choose relevant material to present a picture of one aspect of life in time past
Developing a broad understanding of ancient civilisations
Cause and consequence
Interpretations of history.

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

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 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 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:

Use a timeline and describe events from the past using specific dates.
use evidence to reconstruct life in time studied
develop a broad understanding of ancient civilisations
look at evidence available
begin to evaluate the usefulness of different sources
place events from period studied on a timeline
use terms related to the period and begin to date events
understand more complex terms e.g. BC/AD
identify key features and events
know the period in which the study is set
work independently and in groups
use terms related to the period
look for links and effects in time studied
Offer a reasonable explanation for some events
use evidence to build up a picture of the past
ask a variety of questions
display findings in different ways
Use of textbooks and historical knowledge
choose relevant material to present a picture of one aspect of life in time past
Developing a broad understanding of ancient civilisations
Cause and consequence

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 to find similarities and differences between two or more periods of History. Implementation: The Roman Empire and its impact on Britain: place current study on timeline in relation to other studies sequence key events use relevant terms and periods labels relate current studies to previous studies make comparisons between different times in history study different aspects of life 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 time studies 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 life in time studied Select relevant sections of information Confident use of library, e-learning and research Use appropriate terms, matching dates to people and events Record and communicate knowledge in different forms. Work independently and in groups showing initiative	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 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: place current study on timeline in relation to other studies sequence key events use relevant terms and periods labels relate current studies to previous studies make comparisons between different times in history study different aspects of life 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 time studies 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 life in time studied Select relevant sections of information Confident use of library, e-learning and research Use appropriate terms, matching dates to people and events Record and communicate knowledge in different forms. Work independently and in groups showing initiative	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 legal system – democracy (repeat from Year 4) monarchy Alfred the Great Edward the Confessor Invader Pillage Raider Destroy Conquest Fortify Danegeld conquer Longboat shield helmet sword artefact armour longhorns archaeology archaeologist excavation legend Valhalla Wergild

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 to find similarities and differences between two or more periods of History.

Implementation:

The Roman Empire and its impact on Britain:

place current study on timeline in relation to other studies
sequence key events
use relevant terms and periods labels
relate current studies to previous studies
make comparisons between different times in history
study different aspects of life 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 time studies
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 life in time studied
Select relevant sections of information
Confident use of library, e-learning and research
Use appropriate terms, matching dates to people and events
Record and communicate knowledge in different forms. Work independently and in groups showing initiative

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 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:

place current study on timeline in relation to other studies
sequence key events
use relevant terms and periods labels
relate current studies to previous studies
make comparisons between different times in history
study different aspects of life 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 time studies
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 life in time studied
Select relevant sections of information
Confident use of library, e-learning and research
Use appropriate terms, matching dates to people and events
Record and communicate knowledge in different forms. Work independently and in groups showing initiative

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

legal system – democracy (repeat from Year 4)

monarchy

Alfred the Great

Edward the Confessor

Invader

Pillage

Raider

Destroy

Conquest

Fortify

Danegeld

conquer

Longboat

shield

helmet

sword

artefact

armour

longhorns

archaeology

archaeologist

excavation

legend

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 to find similarities and differences between two or more periods of History. To make links to local history. Implementation: Place current study on a timeline in relation to other studies Use relevant dates and terms Sequence up to ten events on a timeline Find about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings 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 Note 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 Confident use of the library etc. for research Recognise primary and secondary sources Use a range of sources to find out about an aspect of time passed Suggest omissions and the means of finding out Bringing knowledge gathering from several sources together in a fluent account	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

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 to find similarities and differences between two or more periods of History.

To make links to local history.

Implementation:

Place current study on a timeline in relation to other studies
Use relevant dates and terms
Sequence up to ten events on a timeline
Find about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings
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
Note 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
Confident use of the library etc. for research
Recognise primary and secondary sources
Use a range of sources to find out about an aspect of time passed
Suggest omissions and the means of finding out
Bringing knowledge gathering from several sources together in a fluent account

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

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