Long Term Plan - History
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Dormice Me My Family Who is the King? David Attenborough Captain Tom Moore
Hedgehog Changes in my Family Why are Families so Important?
Squirrel Events beyond our memoryMoon landings
Badger
Why are the Royal Family important?
The Great Fire of London
David AttenboroughConservation
Air Travel through the Ages
Captain Tom Mooreretelling
Florence Nightingale
Land Ahoy Towers, Tunnels and TurretsMonarchs 871Now
Deer Ancient Greece Stone AgeIron Age Britain
Owl Ancient Rome Anglo Saxons and Vikings
Staffordshire
Hoard
The Shang Dynasty
Stoke on Trent’s industrial past
Local Study Wedgwood and the Potteries
Barlaston First School Progression Map - Knowledge
Subject: History
Intent: In history within the Early Years Foundation Stage history is looked at building outwardly from ourselves. The aim is to help children to place themselves within history and begin to make links about how themselves, their families and significant individuals from their life time connect to the wider view of history. Area EYFS
Nursery Reception
Knowledge Aut 1 – Can I talk about how I have changed since I was a baby?
Aut 2 – Who are the important people in my family?
Spr 1 – Who is the current King or Queen?
Spr 2 – Who is David Attenborough?
Sum 2 – Who is Captain Tom Moore and what did he do?
Skills Know similarities and differences between family members.
Recognise and describe special times or events of families.
Remember and talk about significant events from their own experiences.
Aut 1 – How has my family changed over time?
Aut 2 – Why is everyone in my family important?
Spr 1 – Why is the King/Queen important to us?
Spr 2 – How is David Attenborough significant?
- How does his work help to save animals?
Sum 1 – How has air travel changed over time?
Sum 2 – Can I tell the story of Captain Tom Moore?
To compare similarities and differences between the past and the present.
Talk about people around them and their roles in society.
To begin to sequence events past living memory.
To discuss impact of individuals on the wider world.
Vocabulary Old, new, past, yesterday, today, tomorrow Old, new, past, present, yesterday, today, tomorrow, before, after
ELG
Barlaston First School Progression Map - Knowledge
Subject: History Knowledge
Intent – In history through Key Stage 1 and Key Stage 2 the intent of the curriculum is to expand our view of the world wider than ourselves and our families. We begin to learn about events beyond our living memory and to timeline key events throughout history, beginning to discuss their significance and to identify changes through history. As children move through Key Stage 2, they will begin to evaluate evidence and discuss what sources may imply.
Area Key Stage 1
Year 1 Year 2
Knowledge Aut 1 - Events Beyond Living Memory
Lives of significant individuals in the past. To sequence historical dates and facts. To discuss key events outside of our lifetimes
How did space travel begin?
Why did we travel to space?
Spr 1 – The Great Fire of London
To sequence historical dates and facts. Great Fire of London timeline.
Major historical figure study: Samuel Pepys
Sum 1 - Florence Nightingale
Who was Florence Nightingale?
Why is she a significant person?
What difference did she make?
During the Crimean War, Florence Nightingale was nicknamed ‘The Lady with the Lamp’ because she would work all night to make sure the soldiers had what they needed, including water and warm blankets
Florence Nightingale influenced modern nursing and training in the medical profession
Aut 2. Land Ahoy
Learn about significant individuals linked to sea travel/ discovery and piracy. Learn about significant historical events, people and places in their own locality. Time lines teach the children chronology. To identify similarities and differences between ways of life in different periods
Spr 2- Towers, Tunnels and Turrets
This project teaches children about some of the English and British monarchy from AD 871 to the present day. Continuing to develop their knowledge on timelines.
Children will know about the parts of a castle and the building of castles changed over time. They will know about jobs in a castle and compare to modern day equivalents.
Sum 2 – Stoke on Trent’s Industrial Past
What was the local area like during different periods?
What is industry and what did industry look like?
How has this changed over time?
Who were the significant individuals during this time?
Significant People
Florence Nightingale
Mary Seacole
Vocabulary Lifetime, memory, nations, timeline, historical
Past, nurses, war
Travel, space, explorer, discovery
Grace Darling
Queen Victoria
Queen Elizabeth I
Queen Elizabeth II
Past, present, timeline, events
Pirates, seafarers, travel, discovery, chronology.
Monarchy, castle, turrets,
Neil Armstrong Tim Peake
Samuel Pepys
Thomas Farriner
Captain James Cook
Barlaston First School Progression Map
Subject: History Knowledge
Key Stage 2
Year 3 Year 4
Knowledge Aut 1 - Ancient Greeks
To learn about different Greek Gods
To understand how the Greek democracy worked and how it is different to our democracy today.
The Olympics and how they were created and how they are different to now.
The Trojan War
Spr 1 – The Shang Dynasty
Can I understand the hierarchy of Shang Dynasty?
Do I know about the Gods of the Shang Dynasty?
Can I recognise that the past is represented in different ways and to suggest reasons for this?
Can I understand how people of the Shang Dynasty communicated?
Sum 1 – The Stone Age – Iron Age
Learn about late Neolithic hunter- gatherers and early farmers (look at a settlement Skara Brae) Bronze Age religion, technology and travel (Stonehenge) and how this compares to now. Changes in Britain from the Stone Age to the Iron Age.
Aut 2 – Roman Empire and its impact on Britain
Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections.
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.
Spr 2 – Anglo Saxons and Vikings
Britain’s settlement by Anglo- Saxons and Scots 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). AngloSaxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture.
The arrival of Vikings from Scandinavia
Viking Raids
Sum 1 – Wedgwood and the Potteries
To understand the importance of Josiah Wedgwood to our local area.
To understand the importance of Clarice Cliff to our local area.
To understand the development of the Potteries throughout history.
Significant People
Emperor Cheng Tang
Vocabulary chronological order, era/period , B.C (Before Christ) A.D (Anno Domini) AD/BC decade, century, period, invasion, settlement, evidence, source, Stone Age, Iron Age, Celts, Neolithic, Bronze Age ,Skara Brae, huntergatherer, Shang Dynasty, Bronze Hu,
Understand how the industrial past has influenced the present.
Josiah Wedgewood
Clarice Cliff
chronological order era/period, B.C. (Before Christ) A.D. (Anno Domini) millennium, thousands of years , The Saxons, The Vikings, significance, impact, evaluate, societies, enquiry
Barlaston First School Progression Map - Skills
Subject: History Skills
Area Key Stage 1
Year 1 Year 2
Sequence events in their own lifetime
Describe events in relation to past/present
Chronological
Understanding
Sequence several artefacts from different periods of time
Describe events that have happened in the past
Sequence artefacts from time periods that are closer together
Sequence and recount changes in my life over time
Knowledge and understanding of events, people and changes in the past
Historical Enquiry
Recount sections of stories and facts from the past
Begin to explain the differences between people in the past compared to the present
Identify differences between ways of life during different times in the past
Explain why people in the past acted and explain what happened as a result
Explain the main events from a significant event in history
Identify different ways in which the past is represented (photographs, artefacts, reports)
Ask questions about artefacts (what were people doing? Which ones are old and new?)
Ask and answer simple questions about the past using different sources of evidence and artefacts
Explain different ways in which the past is represented
Historical Interpretation
Look at, and use stories, books, photographs, pictures and artefacts to find out about the past
Look at, and compare stories, books, photographs, pictures, buildings and artefacts to find out about the past
Begin to discuss the reliability of photos/accounts and stories
Barlaston First School Progression Map
Subject: History Skills
Area Key Stage 2
Year 3 Year 4
Chronological Understanding
Place the events of the time studied on a timeline and begin to discuss BC/AD
Sequence significant events, dates or artefacts from periods studied
Knowledge and understanding of events, people and changes in the past
Use evidence to describe the culture and leisure activities from the past; clothes and way of life and actions of different groups of people
Use evidence to describe buildings and their uses of people from the past
Understand that a timeline can be split into BC and AD
Order significant events and dates on a timeline
Describe the main changes in a period of history
Use evidence to describe what was important to people from the past
Use evidence to show how the lives of rich and poor from the past differed
Describe similarities and differences between people, events and artefacts
Describe how some of the things I have studied from the past affect/influence life today
Historical Enquiry
Historical Interpretation
Use documents, printed sources, the internet, photographs, music, artefacts, buildings, visits to museums and galleries as evidence about the past
Ask questions and find answers about the past
Use documents to collect evidence about the past and choose which to use to answer questions
Ask questions and find answers about the past
Look at representations of the period – museums, cartoons etc
Explore the idea that there are different accounts of history
Look at different versions of the same event in history and identify differences
Know that people in the past represent events or ideas in a way that persuades others
