storage.googleapis.com · Web viewYear Unit Area Notes Assessment LKS2 Assessment UKS2 Pre/revisit Curriculum B 2. Composers National International Lives of composers/biography Chronological

Subject Summary KS2 – History

Year Unit Area Notes Assessment LKS2 Assessment UKS2 Pre/revisit Curriculum B 2. Composers National

International

Lives of composers/biography

Chronological order

Music linked to events/ periods in history

Use dates to place events, artefacts and historical figures on a timeline

Add evidence and dates to timeline to represent this.

Understand that continuity and change occur over time. Add evidence and dates to timeline to represent this

Explore all available evidence to form their own opinion on a historical event

Timeline

KS1 Significant historical events, people and places in their own locality

Develop an understanding of the history of music

B 5. Ancient Civilizations

Local

International

Egyptians

Museum visit

Local -Howard Carter Swaffham

Evidence from artefacts


Describe features of period studied e.g. clothes, beliefs, homes, attitudes.

Describe similarities and differences between

Describe and explain key changes in a historical period (refers to: political, cultural, social, religious, technological changes)

Appreciate that there is not always a single answer to historical questions.

Describes causes and consequences of the main

Timeline

KS1 the lives of significant individuals in the past who have contributed to national and international achievement

The achievements of the earliest civilizations – an overview of where the first civilizations appeared and an in-depth study of Ancient Egypt

people, events and objects over time.

Independently suggest sources of evidence to answer their questions

Subject related vocabulary: during, chronology, era, dates, time period, change

events, situations and changes in the period studied.Explore all available evidence to form their own opinion on a historical event

In addition to subject related vocabulary - continuity, social, religious, political, technological, cultural

s.

B 6. Olympics National

International

Ancient Greeks

Museum visit



Refer to more than one source of evidence for more accurate understanding of events

Describe features of period studied e.g. clothes, beliefs, homes, attitudes.

Describe similarities and

Relate current studies to previous learning and make comparisons between different times in history

Describe and explain key changes in a historical period (refers to: political, cultural, social, religious, technological changes)

Select suitable sources of evidence, giving reasons for the choice.

In addition to subject

Timeline

Relate to Egyptian work

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

differences between people, events and objects over time.


related vocabulary - continuity, social, religious, political, technological, cultural

C 1.Vehicles National

Local

Industrial revolution

Development of the railways, key influential people who developed vehicles.

Victorian travel History of the automobile – Benz, Ford Model T


Describe similarities and differences between people, events and objects over time.

Describe how some past events and actions of people affect life today



Select suitable sources of evidence, giving reasons for the choice.

Describes causes and consequences of the main events, situations and changes in the period studied.


Timeline

Significant historical events, people and places in their own locality

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066:

A significant turning point in British history – railways

C 4.Roman Empire

International

National

Local

Museum visit


Local Roman sites - Branodunum Roman Fort

Impact of Roman technology, culture and beliefs, including early Christianity

Understand that changes occur over time. Add evidence and dates to timeline to represent this.

Study two different accounts of the same event, exploring similarities and differences (e.g. Roman Britain/ Boudica)

Give reasons for the changes in the features of the period studied e.g. clothes, beliefs, homes.

Describe how some past events and actions of people affect life today (Roman Britain)



Select reliable sources of evidence to answer questions about the past.

Identifies links and changes within and across the time periods and localities studied.

Evaluate the usefulness and accuracy of different sources of evidence


Timeline

Significant historical events, people and places in their own locality

The Roman Empire and its impact on Britain

This could include:-Julius Caesar’s attempted invasion in 55-54 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, for example, Boudica

- ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

C 5.Invaders Local Anglo-Saxons Understand that changes Understand that continuity Timeline Britain’s settlement by

and SettlersNational

Sedgeford Dig

occur over time. Add evidence and dates to timeline to represent this.

Give reasons for the changes in the features of the period studied e.g. clothes, beliefs, homes.

Describe how some past events and actions of people affect life today


and change occur over time. Add evidence and dates to timeline to represent this

Select reliable sources of evidence to answer questions about the past.

Identifies links and changes within and across the time periods and localities studied.

Evaluate the usefulness and accuracy of different sources of evidence


KS1Significant historical events, people and places in their own locality

Link to Roman Empire and the Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

Anglo-Saxons and Scots

This could include:

-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

Ongoing coverage

Our history curriculum is woven throughout other units i.e. Docking and the Local Region, significant events, people and places. It aims to revisit, revise and reuse knowledge relating to events past and present, annual celebrations and memorials – World Wars, Remembrance Day, VE Day, Parliament and current world events.

Ongoing assessment LKS2Discussions and debateUse artefacts, observations and discussions to ask questions.Vocabulary- Subject related vocabulary and accurate spelling - see list attached

UKS2Discussions and debateExplains and evaluates causes and consequences, leading to questions about why? How? What are the affects?Vocabulary - Subject related vocabulary and accurate spelling – see list attached

Subject Specific Vocabulary History KS2

agricultural, ancient,

artefact, castle, century,

chronology/chronological, civilisation, colonisation, community,

culture/cultural,

decade, defence, democracy,disease, document, dynasty,

emigration, eye-witness,empire,evidence, government,

immigrant, independence, industrial, interpretation, invasion,

local,

monarchy,modern, museum,

nation,

parliament, past, political, population, present, propaganda,

oppression,

rebel, rebellion, reign, republic, revolution,

settlement, siege, society, source,

time, trade, traitor, taxation,tyranny,

world

Further vocabulary specific to topic to be included.For example although not exhaustive:Stone Age to Iron AgeBeaker

CeltBronzeRoundhouse

HillfortQuernSmelting

DruidBorerDomesticate

PrehistoryHunter-gathererNomad

PalaeolithicMesolithicNeolithic

TribeNeanderthalHomosapiensPelt

RomansEmpireTogaAqueductColiseumCenturionEmperorAmphitheatreSenateGladiatorRepublicMosaicArchChariotHypocaustTunic

AquilaPantheonTestudoCircus MaximusLegionary

Anglo-SaxonsAnglesSaxonsJutesMeadRuneWattle-and-daubThatchFarmer-warriorSutton HooLindisfarneHengest and HorsaMonk

IlluminationManuscriptWeregeldAthelstanChristianityAugustineAlfred the GreatAethelred the Unready

VikingLongboatLonghouseChieftainBerserkerDanegeldThingFeastRaidTradeYggdrasilRunes

Farmer-warriorPaganDanelawAsgardJarlKarlFigureheadChainmailValhalla

Ancient GreeksDemocracyAcropolisCity-stateParthenonMarathonOlympicsCitizenPhilosopherAlphabet

TragedyAgoraHellenisticPhalanxAristocratMythologyColumnHoplitePeninsulaOracleTerraced

Indus ValleyHarappansAryansNomadicVedasGanaRajaCaste system

GuruDhotiMonsoonFloodplainBarterSanskritBrahman/BrahminGangesMauryanBuddhismDharmaStupaCitadel

Ancient EgyptPharaohScarabPapyrus

ScribeAmuletCanopic jarSarcophagus

TombAfterlifeHieroglyphicsMummificationIrrigationShadufSphinxOasisEgyptologistAnkhPyramidBarterRosetta Stone

Ancient MayaAhauDynastyMaize

CodexHieroglyphicsStelaScribeHaabJadeSacrificeCity-statesTerracedPyramidPeasantBloodlettingCacaoCenoteHuipilPopol VuhTzolk’in

Examples of ideas for planning history topics michaelt1979.wordpress.com/freeresources

Documents

storage.googleapis.com · Web viewYear Unit Area Notes Assessment LKS2 Assessment UKS2 Pre/revisit Curriculum B 2. Composers National International Lives of composers/biography Chronological