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History

Mrs H Bloor

History Subject Leader


History Policies & Guidelines - View

History Curriculum Programmes of Study - View

In Nursery and Reception children talk about past and present events in their own lives and in the lives of family members. They also learn about similarities and differences between themselves and others, and among families, communities and traditions

In Key Stages 1 and 2 History is delivered through four strands:

  1. Chronological Knowledge and Understanding
  2. Historical Concepts
    • Continuity and Change
    • Cause and Consequence
    • Similarities and Differences
    • Significance
  3. Historical Enquiry and Interpretations of History
  4. Historical Terms (Taught in all units of learning)

Breadth of Study

Key Stage 1

  • Changes within living memory
  • Events beyond living memory that are significant nationally or globally
  • Lives of significant individuals in the past who have contributed to national and international achievements
  • Significant historical events, people and places in their own locality

Key Stage 2

  • Changes in Britain from the Stone Age to the Iron Age
  • Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • Local history study
  • Study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • Achievements of the earliest civilisations
  • Ancient Greece
  • Non-European society that provides contrasts with British history

Useful Links:

The Historical Association - View

jQuery UI Tabs - Default functionality

Year 1

  • Know events happened and that people lived in the past
  • Sequence events or related objects
  • Use language related to the passing of time
  • Remember some parts of stories and memories about the past

Year 2

  • Know where people and events studied fit within chronology
  • Put objects and three events into time order
  • Use words about the passing of time

Year 3

  • Place an artefact/object/event within a chronological framework

Year 4

  • Talk about where the event/person fits in chronology
  • Show an understanding of chronology by being increasingly aware that the past can be divided into different historical terms and dates

Year 5

  • Can place various events/people into chronological framework

Year 6

  • Have a chronological secure knowledge of British, local and world history
  • Understand chronology of national and international events and use appropriate terms related to the passing of time

Year 1

  • Identify some similarities and differences between the period studied and today
  • Tell the difference between past and present in their own and other people’s lives
  • Give a simple explanation as to why a person did something or why an event happened
  • Make simple observations of people and events within a period studied

Year 2

  • Identify some similarities and differences between two periods studied
  • Tell the difference between aspects of their own life and aspects of life as it used to be in the past
  • Explain why an event happened and what happened as a result
  • Make observations about different people, events and beliefs in a society studied
  • Talk about who was important in a simple historical account

Year 3

  • Talk about similarities and differences across the historical periods studied
  • Know and understand about some of the main events, people and changes in the periods of time which they have studied
  • Give some examples of the changes and the results of changes in the period
  • Identify the significant people and events in a period

Year 4

  • Make links between periods by describing similarities and differences
  • Begin to talk about why something might have happened in a period studied
  • Give reasons for and/or results of the main events and changes in the periods of time which they have studied
  • Suggest why people in the past acted as they did
  • Identify aspects of the social, cultural, religious and ethnic diversity of the societies/periods studied
  • Describe/talk about significant people in the period studied

Year 5

  • Describe the events and changes across different periods
  • Give valid/accurate reasons for changes and historical events in periods studied
  • Identify an important event and significant person in the period studied

Year 6

  • Describe and make links between main events, situations and changes within and across different periods/societies studied
  • Identify and give reasons for historical events, situations and changes within the period studied
  • Identify some of the ideas, beliefs, attitudes and experiences of men, women and children to identify the social, cultural and ethnic diversity of the societies/periods studied both in Britain and the wider world

Year 1

  • Begin to identify and recount some details from the past from sources
  • Find answers to simple historical questions using sources/objects
  • Use sources to begin to describe what happened in the past
  • Show what they know and understand in different ways

Year 2

  • Ask and answer simple questions about the historical period studied by observing and handling sources of information
  • Understand some of the ways in which we find out about the past
  • Begin to understand why people did things in the past and this past has been represented
  • Choose and use parts of stories and sources to show understanding
  • Show what they know and understand about the past in different ways

Year 3

  • Regularly answer historical questions by using sources of information
  • Identify ways in which the past is represented
  • Talk about an artefact/source describing some of the features
  • Show what they know and understand in different ways and use some special terms

Year 4

  • Begin to sort sources, discussing how useful they may be
  • Construct an historically valid question
  • Make detailed observations and begin to make inferences/deductions from sources of information
  • Talk about an artefact/source and describe how it is linked to the period

Year 5

  • Know that different versions of the past exist
  • Use sources to describe what happened during the event/period studied
  • Show how some aspects of the times they have been studying have been represented and interpreted in different ways
  • Choose a relevant source to support a narrative about the historical period
  • Use dates and time to do with the passing of time when they write down the knowledge and understanding of what they have learned
  • Understand and use special words correctly

Year 6

  • Answer and ask historical questions
  • Know that knowledge of the past is constructed from a range of sources
  • Construct informed responses, using sources
  • Select and organise relevant historical information
  • Give reasons why different versions of the past exist
  • Begin to research, select and combine information from sources of information about the past so that they can find answers to historical questions, and test hypotheses
  • Begin to produce structured writing, making appropriate use of the dates and special words which they know and understand