Thomas Bullock Church of England
Primary Academy
History Curriculum
2015/16
History
Areas of Study by Key Stage and Year Group
Key Stage One
Year 1
Changes in living memory
Year 2
Events beyond living memory
Significant individuals
Significant local events
Lower Key Stage Two
Year 3
Stone Age to Iron Age
Ancient Egypt
Year 4
The Tudors
Roman Empire
The Greeks
Ancient Greeks
Upper Key Stage Two
Year 5
Anglo Saxons
History of Food
Year 6
Benin
Vikings
World War II
Evolution of the media
History
Key Stage One
Key Stage One Progression of skills
During years 1 and 2, pupils should be taught to use the following skills:
 sequence events, artefacts and photographs from different periods. (These should be mainly from their own lives.)
 use a range of sources to find out about people and places in other times.
 investigate why people did certain things and develop empathy and understanding through drama.
 compare different versions of the same event and consider how reliable they are.
 recognise similarities and differences between artefacts, sources and accounts.
 investigate a wide range of sources considering why, what, who, how and where.
Year One Program of Study
Changes in living memory
Events beyond living memory
Significant individuals
Significant local events
History
Key Stage One
Key Stage One Progression of skills
During years 1 and 2, pupils should be taught to use the following skills:
 sequence events, artefacts and photographs from different periods. (These should be mainly from their own lives.)
 use a range of sources to find out about people and places in other times.
 investigate why people did certain things and develop empathy and understanding through drama.
 compare different versions of the same event and consider how reliable they are.
 recognise similarities and differences between artefacts, sources and accounts.
investigate a wide range of sources considering why, what, who, how and where
Year Two Program of Study
Changes in living memory
Events beyond living memory
Significant individuals
Significant local events
History
Lower Key Stage Two
History skills progression:
 begin to date events from the period studied and place them on a timeline.
 sequence several events or artefacts.
 find out about everyday lives of people in times studied and compare with our life today.
 identify reasons for and results of people’s actions and understand why someone may have wanted to do something.
 look at the evidence available and use it to reconstruct life in times studied.
 identify and give reasons for different ways in which the past is represented and compare different versions
 use a range of sources and consider their usefulness
 ask a variety of questions and use a range of resources to research the answers
 communicate knowledge and understanding in a variety of ways and display findings in a variety of ways
Year Three Program of Study
Stone Age to Iron Age
Ancient Egypt
The Tudors
Changes in Britain from the Stone Age to the Iron Age.
The achievements of the earliest civilisations – an
overview of where and when the first civilisations
appeared and a depth study – Ancient Egypt.
A study of an aspect or theme in British history that
extends pupils’ chronological knowledge beyond 1066 –
The Tudors.
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History
Lower Key Stage Two
History skills progression:
 begin to date events from the period studied and place them on a timeline.
 sequence several events or artefacts.
 find out about everyday lives of people in times studied and compare with our life today.
 identify reasons for and results of people’s actions and understand why someone may have wanted to do something.
 look at the evidence available and use it to reconstruct life in times studied.
 identify and give reasons for different ways in which the past is represented and compare different versions
 use a range of sources and consider their usefulness
 ask a variety of questions and use a range of resources to research the answers
 communicate knowledge and understanding in a variety of ways and display findings in a variety of ways
Year Four Program of Study
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The Romans
Greeks
Ancient Greeks
The Roman Empire and its impact on Britain.
The legacy of Greek culture (art, architecture or
literature) on later periods in British History, including
the present day.
Ancient Greece – a study of Greek life and
achievements and their influence on the western world
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History
Lower Key Stage Two
History skills progression:
 recall and sequence key events of time studied and use relevant dates and terms
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make comparisons between different times in the past

sequence up to 10 events on a timeline
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examine causes of events and the impact on people
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find out about beliefs, behaviour and characteristics of people, recognising that not everyone shared the same views and feelings
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compare accounts of events from different sources and offer some reasons for different versions of events
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consider ways of checking the accuracy of interpretations and be aware that different evidence will lead to different interpretations

use a range of sources and begin to recognise primary and secondary sources
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bring knowledge gathered from several sources together in a fluent account
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plan and carry out individual and group investigations and then record and communicate knowledge and understanding in a variety of ways
Year Five Program of Study
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Anglo Saxons
History of Food
Benin
Britain’s settlement by Anglo-Saxons and Scots.
Changes in an aspect of social history, such as crime
and punishment from the Anglo-Saxons to the present
or leisure and entertainment in the 20th Century.
A non-European society that provides contrasts with
British history – one study chosen from: early Islamic
civilisation, including a study of Baghdad c. AD 900;
Mayan civilisation c. AD 900; Benin (West Africa) c. AD
900 – 1300.
Understand the impact of the Roman withdrawal
Understand why the Anglo-Saxons settled in Britain
Investigate daily life for the Anglo-Saxons:
o
Settlements
o
Religion
o
Laws
o
Society
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Availability of food
The change of diets
Preservation of food
Significant new foods
Production of food and fair trade
 Compare the two version of the Benin story
 Understand their beliefs
 Investigate daily life for the Benin
o
Settlements
o
Religions
o
Laws
o
Society
History
Lower Key Stage Two
History skills progression:
 recall and sequence key events of time studied and use relevant dates and terms

make comparisons between different times in the past

sequence up to 10 events on a timeline

examine causes of events and the impact on people

find out about beliefs, behaviour and characteristics of people, recognising that not everyone shared the same views and feelings

compare accounts of events from different sources and offer some reasons for different versions of events

consider ways of checking the accuracy of interpretations and be aware that different evidence will lead to different interpretations

use a range of sources and begin to recognise primary and secondary sources

bring knowledge gathered from several sources together in a fluent account

plan and carry out individual and group investigations and then record and communicate knowledge and understanding in a variety of ways
Year Six Program of Study
Vikings
World War II
Evolution of the media
The Viking and Anglo-Saxon struggle for the Kingdom of
England to the time of Edward the Confessor.
A local history study – World War 2, Shipdham Airfield.
A significant turning point in British history, e.g. the first
railways or the Battle of Britain.
 Understand the Key events and leaders of World War 2
 Understand who the Vikings were and where they were from
 Understand the impact that World War 2 had on Shipdham
 Understand the values and belief of the Vikings
 Understand what life on the Home Front was like including:
 Understand the time line of evolution of the media
o
Early writing, the printing press, radios, television, the
internet, the future
 Understand their early visits to Britain and the purpose of these
o
The impact of rationing
 Understand the key milestones in the evolution of the media
 Understand how the Vikings conquered the Anglo-Saxons
o
The Blitz and the consequences that this had upon this had
on the United Kingdom
 Explore the role of public service broadcasters
o
Why the Home Guard was formed and their role in
protecting the Home Front.
 Viking life in the 10th century
 Understand the events at the end of the War.
 Understand how news is produced
 The use of advertisement and the media