Hollymount School - Long term History Plan Lower KS2

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1 Autumn Term Theme: Key Drivers and Charter statements Spring Term Theme: Key Drivers and Charter statements Summer Term Theme: Key Drivers and Charter statements Purpose of Study A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain s past and that of the wider world. It should inspire pupils curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. The national curriculum for history aims to ensure that all pupils: know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-european societies; achievements and follies of mankind gain and deploy a historically grounded understanding of abstract terms such as empire, civilisation, parliament and peasantry understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Key Stage 2 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

2 Objective Knowledge and Skills Year 3 Pupils should be taught : Knowledge Skills Changes in Britain from the Stone Age to the Iron Age Late Neolithic huntergatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture I know when the Iron Age was. I can explain and describe the lifestyles of Iron Age people (to include jobs, clothes and settlements). I can explain what is left today from the Iron Age (1 st hand evidence). I can explain how life changed after man learned how to farm. I can re-call events from the life of a significant person from the time period. I can explain the cultural significance of Stonehenge. I can research an event from the time period (who killed the 52 bodies at maiden Castle). I can explain the use of different artefacts from the time period and explain how they influence everyday life. I can hypothesize at the end of the unit: Is it true to say that Stone Age man was just a simple hunter gatherer only interested in food and shelter. I use a time line to place events I have found out about. I understand that a time line can be divided into BC (Before Christ and AD Anno Domini). I can divide recent history into the present, using 21 st Century, and the past using 19 th and 20 th Centuries. I can name the date of any significant event from the past that I have studied and place it in approximately the right place on a time line. I use words and phrases such as century, decade, before Christ, after, before, during to describe the passing of time. Resources The Roman Empire and its impact on Britain Julius Caesar s attempted invasion in BC the Roman Empire by AD 42 and the power of its army Successful invasion by I know when the Roman era was. I know who Julius Caesar was and why he tried to invade. I can explain about the Roman empire, the power of its army and it s successful invasion (Hadrian s wall). I can re-call events from the life of a significant figure from the time period (e.g. Boudicca). I can explain the lifestyles of Romans (to include jobs, clothes and settlements). houses and settlements of people in the past. culture and leisure activities from the past. clothes, way of life and actions of

3 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 Britain s settlement by Anglo-Saxons and Scots Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire 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 Roman army: Impact Weapons Conquests I can begin to explain the impact of Romans in England (technology, buildings, Roman baths, Roman roads, trade links). I can give examples of how England felt about the Romans (positive and negative) I can hypothesize to reflect on the unit: How far did the Romans change the life of people living in Britain after their conquest? I can explain who the Anglo Saxons were. I can explain effective the justice system was and present my findings in different ways (e.g. using drama to tell the story of Edgar). I can re-call facts about a significant person from the time period (e.g. How great was Alfred?) I can be a detective and research Sutton Hoo and explain what happened to the ship. I can explain how life changed after the Romans gradual decline. I can explain how Scotland got its name. I can describe features of the lifestyles of Anglo-Saxons (to include jobs, clothes and settlements). I can offer reasons for their invasions and responses to them.. I can explain how I know about the Anglo-Saxons (e.g existing art work and first-hand accounts). I understand the introduction of Christianity to England people in the past. I use evidence to find out how any of the above may have changed during a time period. I can describe some similarities and differences between some people, events and objects (artefacts) I have studied. I give reasons why there may be different accounts of history. I give reasons why there may be different accounts of history. I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills. I use dates and terms accurately. I discuss the most appropriate way to present my information, which I realise is for an audience.

4 The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Viking raids and invasion Resistance by Alfred the Great and Athelstan, first king of England Further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066 The achievements of the earliest civilizations an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Year 4 I can use a timeline with dates divided into periods (before Christ, Greeks, Egyptians, Romans, Saxons, Tudors, Stuarts, Georgians, Victorians, today). I can describe beliefs, religion, buildings, way of life, culture, leisure, houses and settlements. I can sequence events I have found out about. I can divide recent history into AD and BC. I can re-call events in the life of a famous figure from the time period. I can describe houses and settlements. I can explain culture and values (e.g. afterlife and mummification) I can recognise and describe their way of life and actions taken. I can identify significant settlements and the reasons for their location. I can explain how the civilisation changed/developed over time. I understand the hierarchy and blood lines. I can explore forms of communication (e.g. Chinese Explain why there are different accounts of history. Identify the changes identified and the reasons for the changes. Use phrases such as era, period, centaury, decade, before, AD, BC. Recognise primary and secondary sources of evidence. Use a range of reliable primary and secondary sources. Identify what was important to people both rich and poor. Ask questions to develop/extend a line of thinking. Research key figures in history. Explain why there are different accounts of history. Identify the changes identified and the reasons for the changes. Use phrases such as era, period, centaury, decade, before, AD, BC. Recognise primary and secondary sources of evidence. Use a range of reliable primary and secondary sources. Identify what was important to

5 symbols, hieroglyphs or cave paintings). I can re-call events in the lives of famous figures from the time period and compare the difference/impact they had (e.g. Tutankhamun and Cleopatra) people both rich and poor. Ask questions to develop/extend a line of thinking. Research key figures in history. Explore culture and rituals. Cross curricular with RE the changing face of Egypt s religion from Gods and Goddesses, through Christianity to Islam.