Sandgate s History Curriculum

Sandgate s History Curriculum

Overall View Year Year 1 School topic Year 2 School topic Year 3 Centenary School topic Year 4 school topic Year 5 school topic Year 6 school topic Topic Seaside Folkestone history and how this has changed over the years Historical Stories: Robin Hood Toys The Fire of London significant event beyond living memory William Wilberforce/ Florence Nightingale/Mary Seacole how significant individuals and advancements can influence and change the lives of people and wider society. The culture and religious changes during the Ancient Egyptian era. Britain from Stone Age through the Bronze Age and Iron Age through Canterbury. (Belgae and Cantiaci tribes) Specific focus on changes in settlements, farming and culture. Roman Canterbury settlement and conflict with Celts. A study of Mayan and Aztec culture, investigating their influence on the Western World. Anglo-Saxon settlement of Canterbury. A significant event beyond 1066 Canterbury in World War Two Significant historical event. Viking and Norman Canterbury Edward the Confessor. The influence of Literature Medieval/Tudor Canterbury (Chaucer/Marlowe) Victorians Cross Curricular Street Child Victorian Canterbury Titanic Ancient Greece study of the lives and culture of people living in Ancient Greece and their influence on the Western world. ICT creation of app Canterbury Alive. (collation learning from topics in Yr 3, Yr 4, Yr 5) Key concepts giving coherence to the topic and supporting progression Historical language to do with past/ present. (awareness of the past) Change Similarities and differences Ask and answer questions Historical enquiry and use of sources (different ways of finding out about the past) Chronology Change Cause and consequence Know and understand key features of an event. Historical enquiry and use of sources Chronology Similarity and difference Interpretations Economic, social, cultural an religious history. Historical enquiry and use of sources Short and long term consequences Interpretations propaganda Investigative history following a line of enquiry Interpretation of source material bias and reliability Empathy Relating to the wider world (Scottish history) Cause and consequences (long term) Understand bias Making judgements about an event conflicting views.

The Historical Skills and Processes to be taught in Key Stage 1: 1 Develop an awareness of the past using common words and phrases relating to the passing of time. 2 Know where the people and events fit within a chronological framework. 3 Identify similarities and differences between ways of life in different periods. 4 Use a wide vocabulary of everyday historical terms. 5 Ask and answer questions 6 Choose and use parts of stories and other sources to show that they know and understand key features of events. 7 Understand some of the ways in which we find out about the past 8 Identify different ways in which the past is represented.

Early Years Foundation Stage Historical Enquiry Activities Time and change in children s lives Time and Change in Stories Fairy tales, myths, legends Sources Measuring Time Sequencing Language of time Language of development Interpretations Play: reconstruct scenes from stories Interpretations in oral history Interpretations in illustrations Interpretations in stories Creating accounts of the past Discuss changes in children s lives: moving house, new baby. Adults sequence and explain changes in their lives Put family photographs in order. Stories in picture books about other children, families. Fictional stories about growth and change; relate to children s own experiences. Cause and effect (because/so). Time (similar, different, now, then) Motives: why? Consider feelings and needs of others. Respect cultures Set of old/new; different materials. How was it made? How does it work? How was it used? Making guesses Birthdays, seasons, days of week, events, events in stories. Pictures, events in own time, events in stories. Before, after, last week, last year Viewpoint, argument (I think, because) Hypothesis, probability (perhaps) New vocabulary (washerwoman, coach ) Experimental dialogue, explore emotions, relationships, Times and places outside their experiences. Compare different illustrations of same story, preferences, reasons, versions of stories, oral accounts (eg parent s/carer s childhood)

KEY STAGE 1 PROGRESSION OF SKILLS Year Topic Skills Foundation Year 1 Year 2 Birthdays understanding passage of time Grandparents Seasons and events within them., Changes within memory Folkestone as a seaside resort how have seaside holidays changed over time. Simple time line Historical Stories: Robin Hood, Guy Fawkes, Merlin Changes within memory: Technology Study of media technology over time. Create a timeline showing how communication has evolved. Use of photographs Influential Individuals Florence Nightingale/ Mary Seacole: Know the historical context. Compare the conditions then and now to understand their impact. Edith Cavell compare the then individual with a more up-to-date person. Events beyond living memory: Fire of London What were characteristic features of Stuart London Know the story and causes behind the Fire of London Use primary sources to tell them about the fire (Samuel Pepys and John Evelyn diaries, leaflets, paintings, atefacts) Local Study: William Wilberforce and Sandgate Primary. Founderof Sandgate Primary. Role as Member of Parliament. Actions with reference to the abolition of slavery. Ask and answer questions Develop an awareness of the past yesterday, today, past, present Changes over time. Compare similarities and differences To say where periods fit on a timeline. Develop vocabulary of historical terms and features. Choose and use parts of stories to show they know key features of events Know about our heritage. Identify similarities and differences between ways of life in different periods Chronological framework Identify some ways in which we find out about our past Know where the people and events fit within a chronological framework. Compare similarities and differences Long term influence of their actions. Develop an awareness of the past Know and understand key features of a n event. Cause and consequence. Understand some of the ways in which we find out about the past and identify different ways in which the past is represented. Begin to understand the difference between primary and secondary sources. British history influence on changing the lives of others in wider world. Use a wide vocabulary of historical terms. Influence on local community. Cultural, socal and moral issues.

Early Years Foundation and Key Stage 1 Spiritual Development Links Year Group Activity Spiritual Development Link Yr 1 Timelines use a toilet roll to show how far back the Vikings wernt (1 square = 10 years) To say where periods fit on a timeline To study the effects of the Fire of London writing a diary or identifying key emotions Studying the consequences of Florence Nightingale Listening to parts of Samuel Pepys and John Evelyn s diaries Reading letters from soldiers at the front. Florence Nightingales views on the conditions of the hospital at Scutari. To realise how shore our lives are on the scale of human history To realise how shore our lives are on the scale of human history. Sensitivity towards the suffering brought about by tragedy. Reflect on what we can learn from the past. Seeing the impact of events from the viewpoint of those who were alive at the time. Seeing the impact of events from the viewpoint of those who were alive at the time.

Key Stage 2 Progression of Skills Y3 Year Topic Skills The Achievements of Earliest Civilisations: Ancient Egypt: influence of landscape Daily lives, religion and mummification, hieroglyphics, technology. Knowledge and understanding give reasons for mummification Use sources to ask and answer questions about the past To provide reasons for possible differences and lifestyle. Yr 4 Changes in Canterbury from the Stone Age to the Iron Age Study of late Neolithic huntergatherers and early farmers (on the edge of the Stour) and bronze age religion, technology and travel. (Heritage Museum Canterbury) Main study Belgae and Cantiaci tribes (Riverside country park Gillingham) Daily lives and changes in farming The Roman Empire and its impact on Britain and Canterbury: Romanisation of Britain: impact of technology, culture and beliefs in Canterbury A non-european Society: Mayan C. AD 900 Daily life, sacrifice, technology, culture and beliefs. Contrast with British History Britain s settlement by Anglo-Saxons Move from Roman Canterbury to anglo-saxon invasion: changes in attitude. Mystery of the bodies investigation Anglo-Saxon art and culture Christian conversion - Augustine A Study of an aspect in British History beyond 1066: a significant turning point- WW2 Bombing of Canterbury Propaganda posters Changing role of women Evacuation Rationing Can identify similarities and differenced between periods. Can use sources of information to answer questions about the past Can answer questions about the past giving some viewpoint invasion of Cantiaci and reaction of Celts to Roman invasion. Sequence events on a timeline and recognise characteristic features of each age Interpretation of the sources to inform about the nature of the Roman people. Use appropriate quotations to form opinion. To understand the language of opinion, re sacrifice, leading to making a judgement. Evaluate the strength and weakness of a source Can see change and consequence Can describe features of a period Can select and collate information to follow a line of enquiry. Understand that the past is represented in a different ways. To understand the role played by propaganda. To explore short and long term consequences of an event. Make links between causes, consequences and effects. Show empathy

Key Stage 2 Progression of Skills Yr 5 Year Topic Skills The Viking and Anglo-Saxon struggle for the Kingdom of England Viking raid on Canterbury Cathedral 1011. Viking settlements, conflict between Anglo Saxons and Danes Anglo Saxon law and justice compared to that of Viking law. Scottish invasion from Ireland Knowledge and understanding give reasons for invasion. To make a judgement about a period: how justified were the Vikings actions? Give reasons why people have been portrayed and interpreted in different ways. A local History Study: A study over time tracing how Canterbury changed during the medieval and Tudor period. Religious influence Thomas Becket Chaucer Tales and Kit Marlowe cultural influence Marlowe as a spy? Investigation Can identify which causes are useful for the task. Evaluate sources of evidence Give some reason why changes have been interpreted in different ways. Yr 6 A Study of an aspect in British History beyond 1066: a significant turning point- the industrial Revolution Poverty, factory workers, child criminals, workhouse. Victorian Canterbury Link Street Child Ancient Greece: A study of Greek like and achievements and their influence on the western world To use sources to support an argument. Can break down and organise causes in terms of importance and long term, short term. Analysis of source material Identify characteristic features of a period To understand the legacy left by a civilisation. A Significant Event: Titanic Causes of the sinking Treatment of Bruce Ismay by newspapers bias Propaganda unsinkable Titanic Start of Breakdown in class divisions - intensified by Emigration and treatment of steerage class. Who was to blame? Prioritising the causes. ICT creating an app Canterbury Alive with help from Mr James. Understand the role of propaganda and bias Causes Short and long term consequences To question the reliability of sources Use sources to support an argument Prioritise causes according to importance ICT skills and recording information in an organised and structured way.