Bounds Green History Overview

Transcription

1 Bounds Green History Overview Y1 Autumn A Autumn B Spring A Spring B Summer A Time lines of children s own development. Family Trees - Sequence photographs etc. from different periods of their life - Recognise the difference between past and present in their own and others lives Florence Nightingale Light sources in the past. - Recognize the difference between past and present in their own and others lives - They know and recount episodes from stories about the past Timeline of toys and Teddies History of Toys - Find answers to simple questions about the past from sources of information e.g. artefacts Chronological timeline Festivals Match objects to people of different ages - Compare adults talking about the past how reliable are their memories? History Mysteries Summer B PC Programmes of Study Pupils should develop: - an awareness of the past, using common words and phrases relating to the passing of time. (A1,A2) -know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. (A1,A2) -use a wide vocabulary of everyday historical terms. -ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. (S1,) -understand some of the ways in which we find out about the past and identify different ways in which it is represented.(a1,a2,s1,s2) changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life (A1) events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries) the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and Edith Cavell) (A1) significant historical events, people and places in their own locality..

2 Y 2 Autumn 1 Growth of London Investigating why it became the capital city. London-Roman Settlement Compare pictures or photographs of people or events in the past Autumn 2 Study of Guy Fawkes to link with Gunpowder Plot Compare pictures or photographs of people or events in the past Spring 1 Spring 2 Summer 1 Summer 2 The Great Fire of London Investigating cause and effects. Character study of Samuel Pepys. Recognise why people did things, why events happened and what happened as a result Use a source observe or handle sources to answer questions about the past on the basis of simple observations Lives of Significant individuals used to compare aspects of life in a different periods (Yr2 teaches /KD to agree person linked to curriculum) Programmes of Study Pupils should develop: - an awareness of the past, using common words and phrases relating to the passing of time. (A1,A2) -know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. (A1,A2) -use a wide vocabulary of everyday historical terms. -ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. (S1,) -understand some of the ways in which we find out about the past and identify different ways in which it is represented.(a1,a2,s1,s2) changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life (A1) events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries) the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and Edith Cavell) (A1) significant historical events, people and places in their own locality. (A1)

3 Y3 Autumn 1 Autumn 2 Stone Age to Iron Age to include Cave paintings, Neolithic hunter-gatherers & early farmers e.g Skara Brae Find out about everyday lives of people in time studied Identify reasons for and results of people's actions Use a range of sources to find out about a period Observe small details /artefacts, pictures..begin to use library & internet for research Romans and Rome Where did they come from? Lifestyle/culture Find out about everyday lives of people in time studied Understand why people may have wanted to do something. Look at representations of the period eg museum. Compare with our life today. Identify reasons for and results of people's actions Spring 1 Spring 2 Sum 1 Sum 2 Achievements of Ancient Egyptians Sequence several events or artefacts. Use a range of sources to find out about a period. Place time studied on a time line. Select and record information relevant to the study. - continue to develop a chronologically secure knowledge and understanding of British, local and world history (A2, S2), establishing clear narratives within and across the periods they study. -note connections, contrasts and trends over time and develop the appropriate use of historical terms. (A1) - address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.(a1,a2) -construct informed responses that involve thoughtful selection and organisation of relevant historical information. (S2) -understand how our knowledge of the past is constructed from a range of. (A1,A2,S2) In planning for the above, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of content. Pupils should be taught about: 1a. changes in Britain from the Stone Age to the Iron Age - late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae (A1 - Bronze Age religion, technology and travel, e.g. Stonehenge - Iron Age hill forts: tribal kingdoms, farming, art and culture 1b. the Roman Empire and its impact on Britain Julius Caesar s attempted invasion in BC the Roman Empire by AD 42 and the power of its army successful invasion by Claudius and conquest, including Hadrian s Wall British resistance, e.g. Boudica Romanisation of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity Timeline? 2. the achievements of the earliest civilizations an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China (S2)

4 Y4 Autumn 1 Aut.1 Spring 1 Spring 2 Summer 1 Summer 2 Romans Impact on Britain Where did they come from? British resistance e.g Boudica Lifestyle/culture/beliefs & effects on British life. Understand more complex terms BC/AD. Use evidence to build up a picture of a past event. Look for links and effects in time studied. Offer a reasonable explanation for some events. Ask a variety of questions. Use text book and historical knowledge. Use the library and internet for research. Communicate knowledge and understanding. No cover age Victorians and local history link with Alexandra Palace link with Geography Use evidence to reconstruct life in time studied. Offer a reasonable explanation for some events. Begin to evaluate the usefulness of different sources. Use terms related to the period and begin to date events. Ask a variety of questions Linked with Geography Fieldtrips -continue to develop a chronologically secure knowledge and understanding of British, local and world history (A1)establishing clear narratives within and across the periods they study. (S1) -note connections, contrasts and trends over time and develop the appropriate use of historical terms. - address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. -construct informed responses that involve thoughtful selection and organisation of relevant historical information. (/A1,S1) -understand how our knowledge of the past is constructed from a range of sources. (A1,S1) In planning for the above, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of content. 1b. the Roman Empire and its impact on Britain - Julius Caesar s attempted invasion in BC - the Roman Empire by AD 42 and the power of its army - successful invasion by Claudius and conquest, including Hadrian s Wall - British resistance, e.g. Boudica - Romanisation of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity 2. a local history study For example: - a depth study linked to one of the British areas of study listed above - a study over time tracing how several aspects national history are reflected in the locality (this can go beyond 1066) - a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality(s1) 3.a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 For example: - the changing power of monarchs using case studies such as John, Anne and Victoria (S1) - changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20 th Century - the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day (A1) - a significant turning point in British history, e.g. the first railways or the Battle of Britain Britain s settlement by Anglo-Saxons and Scots c Examine causes & results of great events. Compare accounts of events from different sources. Begin to identify a primary and secondary source. Use evidence to build up a picture of the past Know and sequence key events of time studied..

5 Y5 Autumn 1 Aut 2 Spring 1 Spring 2 Summer 1 Summer 2 Ancient Greeks-(life, achievements & influence on western world.) Use relevant terms and period labels. Make comparisons between different times in the past. Study different aspects of different people e.g rich & poor/men & women. Use the library and internet for research with increasing confidence History of Chocolate (taught for last few years) -develop a chronologically secure knowledge and understanding of British, local and world history (A1,S2), establishing clear narratives within and across the periods they study. -note connections, contrasts and trends over time and develop the appropriate use of historical terms. (A1) -address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. (A1, S1) -construct informed responses that involve thoughtful selection and organisation of relevant historical information. (A1,S1) -understand how our knowledge of the past is constructed from a range of. (A1) In planning for the above, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of content 2.Ancient Greece a study of Greek life and achievements and their influence on the western world 1.Britain s settlement by Anglo-Saxons and Scots The Viking and Anglo Saxon struggle for England Viking invasions/ rule of Edward the Confessor to Place study on time line in relation to other studies. Know key dates, characters and events of time studied. Consider ways of checking the accuracy of interpretations-fact./fiction or opinion. Recognize primary and secondary sources. Be aware that different evidence will lead to different conclusions.. Confidently use library and internet for research.. Select & organize information to produce structured work, making appropriate use of dates and terms(level 5) - Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire - Scots invasions from Ireland to north Britain (now Scotland) - Anglo-Saxon invasions, settlements and kingdoms: place names and village life - Anglo-Saxon art and culture - Christian conversion Canterbury, Iona and Lindisfarne

6 Y6 Autumn 1 Aut 2 Spring 1 Spring 2 Summer 1 Summer 2 Non European Civilization -contrast with British History Mayan? Benin? Find out about beliefs, behavior and characteristics of people,, recognizing that not everyone shares the same views and feelings. Place study on time line in relation to other studies. Use relevant dates and terms. Bring knowledge gathered from several sources together in a fluent account. Select and organize information to produce Year 6 -develop a chronologically secure knowledge and understanding of British, local and world history (A1,S2), establishing clear narratives within and across the periods they study. -note connections, contrasts and trends over time and develop the appropriate use of historical terms. (A1) -address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. (A1, S1) -construct informed responses that involve thoughtful selection and organisation of relevant historical information. (A1,S1) -understand how our knowledge of the past is constructed from a range of. (A1) In planning for the above, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of content. Pupils should be taught about: A study of an aspect or theme in British History that extends pupils chronological knowledge beyond a non-european society that provides contrasts. with British history - one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD (S1) 2. - a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 For example: - the changing power of monarchs using case studies such as John, Anne and Victoria - changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20 th Century - the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day - a significant turning point in British history, e.g. the first railways or the Battle of Britain