Year 3/4 long term overview for history
Year 1
Strands covered in new
history framework
Year 2
Autumn
Who lived in Britain
First?
Stone age to iron age.
Spring
Were the Norman’s
castles bouncy?
Why were the Romans
If the ancient Egyptians
so powerful and what did were so good, why did
we learn from them?
moses lead people away?
Summer
Mayan civilisation
c900/geography topic –
where would you choose to
build a city
How does
Have we
Henry
always had
v111’s
laws and
actions
punishments?
affect us? Crime and
punishment
from anglosaxons to
the present
day.
Stone age to Iron age who lived in Britain first?
Level
Characteristic features of periods
and societies
Chronology
Organisation and
communication
How the past is
represented
Identify reasons for
events
2
Pupils understand that Britain
was once covered in ice.
They know that the earliest
settlers were hunter-gatherers
and lived in caves.
Pupils can make deductions
about lifestyle of Stone Age man
from images.
They can advance at least 2
reasons to suggest Stone Age man
was interested in art and
ceremonials.
They can explain the impact
of farming taming wild
animals, growing wheat etc
3
They grasp hunter gatherers were living
alongside early farmers 5000 years ago
Pupils can locate the move to
farming on a simple timeline.
4
Pupils grasp that discovery of
Skara Brae was quite recent and
that changed our view of early
communities about 10,000 years ago.
Pupils understand that it was
built about 5,000 years ago, in stages.
They can explain how it was built. Pupils
can list 2 or 3
characteristics of life in an Iron
Age hill fort community.
Pupils can use their contextual
knowledge of Iron Age hill fort life to
speculate as to what might have
happened.
Some pupils can talk about
relative significance of changes
as well as continuities and can
use precise language to describe
periods of time e.g. Neolithic
They use provisional and
tentative language (might have,
perhaps, possibly, maybe etc.)
Pupils can make deductions
about way of life by studying
evidence of buildings left
behind
e.g. How do we know that the
people living there were
fishermen?
How do we know that they
ate pigs and cattle?
How do we know that they
grew crops?
How do we know that their
houses were dark?
They can draw inferences
from
archaeological finds
They understand that it was one
of many similar constructions
from that time.
They can come to a conclusion as
to the possible reasons for the
bodies and substantiate
their judgement using at least one
piece of evidence.
They can explain how artists’
impressions are created
from fragments of finds.
They can speculate as to
likely
use and come to a reasoned
judgement using evidence.
More able pupils can begin
to weigh up the strengths
and weaknesses of each
theory.
Assessment ideas/tasks
Pupils are given five attractive colourful artist's reconstructions which clearly show different developments from Stone Age to Iron
Age. Pupils will not have been shown these before. Independently they are asked: to sequence them, to explain their sequences (orally to you
or TA) and to identify one really big change eg farming and explain why they chose it. The mark scheme shows what to expect from; below
expectations, at national expectations, above national expectations, well above national expectations. Not a NC level in sight!
The task can be carried out orally or you can ask some children to write their answers down.
Were the Normans castles bouncy?
Level
Characteristic features of periods
and societies
I can describe the main events
during the Norman period
Chronology
3
I appreciate weapons have changed
due to inventions and developments.
4
I understand wealthy people would
have had a different way of living
which would impact on their health
and education.
2
Organisation and
communication
I can research two versions of
an event and say how they
differ.
How the past is
represented
I recognise how lives in
the past are different
from ours.
Identify reasons for
events
I can explain how events
from our past have
helped shape our lives
I can plot recent history on a
timeline using centuries.
I can research what it was like
for a child living in the
Norman period .
I can give more than one
reason to support a
historical argument.
I can place periods of
history on a timeline showing
periods of time.
I can use historical artefacts
to help me understand more
about British lives and the
past.
I know people in the past
cooked and travelled
differently and used
different weapons from
ours.
I know items found from
the past are helping us to
build up an accurate
picture of how people
lived in the past.
I can describe events and
periods using the words BC
AD and decade.
I can give more than one
reason to support a
historical argument using
evidence.
Assessment tasks
Mind map who are the Normans? When and where did they live?
Post learning task chn to use small models recreate a battle or siege of a castle and film. Chn to act out
characters in role and describe their characters. Film for evidence.
Mayan civilisation c900
Level
Characteristic features of periods
and societies
Chronology
Organisation and
communication
How the past is
represented
Identify reasons for
events
2
I can appreciate that some ancient
civilisations showed greater
advancements than people who lived
centuries after them.
I can appreciate that some ancient
civilisations showed greater
advancements than people who lived
centuries after them.
I can appreciate that some ancient
civilisations showed greater
advancements than people who lived
centuries after them.
I can use a timeline to fit a
period of time in history
I can summarise the main events
from a specific period in history,
explaining the order in which key
events happened
I can summarise what Britain may
have learnt from other countries
and civilisations through time gone
by and more recently.
I can recognise and describe
differences and similarities
between different periods in
history.
I can look at different
versions of events and say
how they are the same or
different.
I can suggest why there
might be different
interpretations of events.
I can make links between
different events in history
I can identify and explain
the use of propaganda.
I can trace the main events
that define Britain’s
journey from a mono to a
multi-cultural society
3
4
I can place a specific event on a
timeline by decade
I can place features of
historical events and people
from past societies and periods
in a chronological framework.
Assessment task
Why do you think we study the Mayan empire?
Post assessment
What can you tell me about the Mayan empire?
I can suggest relationships
between causes in history