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Welcome toSpringhead Primary School

Welcome toSpringhead Primary School

Progression of Knowledge and Skills

Progression of Skills – History

Areas of Study

Knowledge and understanding of events, people and changes in the past

Chronological Understanding

Historical Interpretations

Historical Enquiry

Organisation and Communication

Year 1

Tim Peake / Neil Armstrong –Space

Significant  (B) historical event

Transport changes over time in national life

Recognise the difference between past and present in their own and others’ lives

They know and recount episodes from stories about the past

Understand some of the ways we find out about the past.

Docks

Sequence events in their life

Sequence 3 or 4 artefacts from distinctly different periods of time

Match objects to people of different ages

 

Vehicles in chronological order

Use stories to encourage children to distinguish between fact and fiction

Compare adults talking about the past – how reliable are their memories?

Find answers to simple questions about the past from sources of information e.g. artefacts,

Communicate their knowledge through:

 

Discussion….

Drawing pictures…

Drama/role play..

Making models…..

Writing..

Using ICT…

 

Use common words and phrases, which relate to the passing of time.

 

Use a wide range of vocabulary and historical terms.

 

In the past…

 

In the olden days…

 

Long ago…

 

Before the dinosaurs …

Year 2

The great Fire of London (B)

(4 capitals and countries of UK

Amy Johnson

(own locality historical figure) (L)

Recognise why people did things, why events happened and what happened as a result

Identify differences between ways of life at different times

Understand some of the ways we find out about the past and identify different ways in which it is represented.

Sequence artefacts closer together in time - check with reference book

Sequence photographs etc. from different periods of their life

Describe memories of key events in lives

 

 

Compare 2 versions of a past event

Compare pictures or photographs of people or events in the past

Discuss reliability of photos/ accounts/stories

Use a source – observe or handle sources to answer questions about the past on the basis of simple observations

Year 3

  1. Overall Topic

Changes in Britain from the Stone Age to the Iron Age.

Specifics

A study of the three periods of the Stone Age: Palaeolithic (Old Stone Age), Mesolithic (Middle Stone Age) and Neolithic (New Stone Age). This will progress into the Bronze Age and finish in the Iron Age. The specific focus will be to look at ‘shelter’ as a theme, from the earliest of caves developing into large fortified hillforts of the Iron Age. (Skara Brae)

Key Question(s)

*Is it true to say that Stone Age man was just a simple hunter gatherer only interested in food and shelter?

*How did shelters develop throughout this historical period, and has there been any influence from this in how we live today? 

Local (L), British (B) or World Wide (WW)

B

  1. Overall Topic

The achievements of the Ancient Egyptians as one of the earliest civilizations.

Specifics

A study of the importance of the River Nile to the Ancient Egyptian civilisation. Three specific foci:

-building

-transportation

-farming

Key Question(s)

*Is the River Nile the main factor to the success of the Ancient Egyptian civilisation?

*Should the River Nile be considered ‘a gift’?

Local (L), British (B) or World Wide (WW)

WW

Find out about the every day lives of people in time studied

Compare with our life today

Identify reasons for and results of people's actions

Understand why people may have wanted to do something

 

*Draw comparisons with life then and now.

*Understand why people lived like they did.

 

 

Place the time studied on a time line

Use dates and terms related to the study unit and passing of time

Sequence several events or artefacts

 

*What does chronology mean?

*Relate chronology back to the work they did on artefacts in KS1.

*Are dates important? Why?

*What significant dates do they already know?

*Place the Stone Age, Bronze Age and Iron Age on a timeline. (Hall Timeline)

 

Identify and give reasons for different ways in which the past is represented

Distinguish between different sources – compare different versions of the same story

Look at representations of the period – museum, cartoons etc

 

*Describe, analyse, evaluate, and create an explanation of past events within this time period.

*Use the evidence base to support answering the key questions.

*Understand that everyone will interpret the information in different ways and that this is fine.

*Discuss the reliability of the information in the secondary sources.

*Look at representations of the period. (Museum visit)

 

Use a range of sources to find out about a period

Observe small details – artefacts, pictures

Select and record information relevant to the study

Begin to use the library and internet for research

 

 

*Use non-fiction books and the internet as secondary sources to support knowledge finding.

*Discuss the lack of primary sources (cave paintings) due to the period of time. (Look at Skara Brae)

*Encourage the children to ask their own questions about the past.

 

Year 4

  1. Overall Topic

Ancient Greece – a study of Greek life and achievements and their influence on the

western world

Specifics

Study of: words, alphabet, buildings, scholars, Olympics, democracy, mythology.

Key Question (s)

How do we use Ancient Greek ideas today?

Local (L), British (B) or World Wide (WW)

*Add if comparative or not

WW

Comparative

  1. Overall Topic

The Roman Empire and its impact on Britain

Specifics

End of Greek Empire due to Roman conquest 146BC

Romans’ failed attempt to conquer Britain under Julius Caesar in 55 and 54BC

Roman’s conquest of Britain in AD42

Roman impact on Britain - technology, infrastructure, culture and beliefs, including early Christianity

 

Key Question (s)

How do we use Ancient Roman ideas today?

How would life be different if the Romans had never conquered Britain?

Local (L), British (B) or World Wide (WW)

B

Use evidence to reconstruct life in time studied

Identify key features and events of time studied

Look for links and effects in time studied

Offer a reasonable explanation for some events

Place events from period studied on time line

Use terms related to the period and begin to date events

Understand more complex terms eg BC/AD

Look at the evidence available

Begin to evaluate the usefulness of different sources

Use text books and historical knowledge

Use evidence to build up a picture of a past event

Choose relevant material to present a picture of one aspect of life in time past

Ask a variety of questions about change, cause, similarity and difference.

Use the library and internet for research

Recall, select and organise historical information

Communicate their knowledge and understanding.

Year 5

Overall Topic

Britain’s settlement by Anglo Saxons / Vikings and the struggle  for the kingdom 

Specifics

Key Question (s)

 

Local (L), British (B) or World Wide (WW)

*Add if comparative or not

B

Overall Topic

WW2 – impact on Hull.

Specifics

Key Question (s)

 

Local (L), British (B) or World Wide (WW)

*Add if comparative or not

L

Overall Topic

Fishing Heritage.

Specifics

Key Question (s)

 

 

Local (L), British (B) or World Wide (WW)

*Add if comparative or not

L

 

 

 

Study different aspects of different people - differences between men and women

Examine causes and results of great events and the impact on people

Compare life in early and late 'times' studied

Compare an aspect of lie with the same aspect in another period

Know and sequence key events of time studied

Use relevant terms and period labels

Make comparisons between different times in the past

Compare accounts of events from different sources – fact or fiction

Offer some reasons for different versions of events

Begin to identify primary and secondary sources

Use evidence to build up a picture of a past event

Select relevant sections of information

Use the library and internet for research with increasing confidence

Ask a variety of questions about change, cause, similarity and difference and significance.

Respond to questions with informed responses including thoughtful selection and organisation of relevant historical information.

Year 6

  1. Overall Topic

Mayans – a contrast with British History

Specifics

A study of a non-European society and how it compares to Britain

Key Question (s)

How was the way of life for Mayas different from the Anglo Saxons

Local (L), British (B) or World Wide (WW)

WW

Comparative

 

  1. Overall Topic

The History of Medicine and Disease (UK)

 

Specifics

A study throughout history to compare how illnesses were treated and who  treated them.

Key Question (s)

Compare three time periods-  who treated the sick?

Local (L), British (B) or World Wide (WW)

British

Comparative

 

  1. Overall Topic

William Wilberforce

 

Specifics

Triangular slave trade

Capturing slaves

The journey for slaves

William Wilberforce’s plight

How a law is passed

Key Question (s)

Why was it hard for Wilberforce to abolish slavery?

Local (L), British (B) or World Wide (WW)

Local

Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings

Compare beliefs and behaviour with another time studied

Write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation

Know key dates, characters and events of time studied

Place current study on time line in relation to other studies

Use relevant dates and terms

Sequence up to 10 events on a time line

Link sources and work out how conclusions were arrived at

Consider ways of checking the accuracy of interpretations – fact or fiction and opinion

Be aware that different evidence will lead to different conclusions

Confidently use the library and internet for research

Recognise primary and secondary sources

Use a range of sources to find out about an aspect of time past

Suggest omissions and the means of finding out

Bring knowledge gathered from several sources together in a fluent account.

 

Ask a variety of questions about change, cause, similarity and difference and significance.

Respond to questions with informed responses including thoughtful selection and organisation of relevant historical information.

 

Select and organise information to produce structured work, making appropriate use of dates and terms.

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