Scholes Junior and Infant School
History Substantive Knowledge Progression
All About Me!
To make sense of their own life story –changing from baby to toddler, to a young child.
To show an understanding of what comes next – bigger, stronger etc
Reception
Year 1
Compare settings and characters from stories, including figure from the past.
Talk about lives of people and around them and their roles in society – people who help us.
Scholes Now and Then
Know how education and schools have changed for both boys and girls over time.
Know some ways in which Scholes school has changed/ stayed the same over time.
Know that Samuel Wilderspin was significant in changing the school system.
Make comparisons with school life now and in the past.
Year 2 Scholes Now and Then
To know that our local area was a Viking settlement.
Know what a weavers cottage was, their function and purpose.
To know why and how housing has changed in our village over time. Know about the Plague and its effects locally.
Toys
To compare objects, noticing similarities and differences.
To explore toys over time.
To understand and begin to use the terms old, new, a long time ago, in the past, now.
Get, Set, Grow!
To explore how farming has changed over time, including machinery.
To explore how technology has changed.
Talk about lives of people and around them and their roles in society
Use appropriate language to describe the past such as ‘in the past’
Amazing Animals
Talk about lives of people and around them and their roles in society – vets, wildlife park assistants etc.
Understand the past through settings, characters and events encountered in books read in class and storytelling.
Mary Anning
To know who Mary Anning was and why she is famous.
To talk about how Mary Anning’s findings and ideas changed the way people thought about what the Earth was like millions of years ago.
To know that men and women were treated differently in the past.
To understand ways of finding out about the past.
Real Life Superheroes
To know how Rosa Parks’ bravery and actions changed laws and peoples’ thinking for the better. To know how Rosa Parks’ actions changed some people’s thinking and helped to bring equality to the forefront.
Know how and why Rosa Parks’ actions and the Montgomery bus incident led to a change in the law.
Great Fire of London
Investigate the causes and effects of the Great Fire of London, looking at the way the fire began and the reasons why it spread so quickly. Read eye-witness accounts of the Great Fire and use these to build an understanding of what it would have been like to live in London at the time.
Explore secondary evidence, including paintings and reports, and consider how these can add to our understanding of the Great Fire. Place the events of the Great Fire on a timeline, linking this to other time periods that have been studied across KS1.
Compare the ways that firefighters combat fire today compared to 1666 and discuss reasons for these changes. Investigate the way the Great Fire is remembered and think about the way that this can change over time.
Titanic
To know the story of the Titanic.
Identify and explain the national and global impact of the sinking of the Titanic.
Know and understand how the sinking of the Titanic shaped the future.
To compare aspects of life in different periods. Compare the class system in the 1900s with the present day.
Year 3
Know why Paris got its name in Scholes.
Know how industry has changed and developed in our local area.
Know the importance of the role Florence Nightingale played during her lifetime.
Know how Florence Nightingale’s work changed the way hospitals were run.
Know the significance of Mary Seacole’s work. Explain how Mary Seacole overcame prejudice.
Know how technology advanced during the Victorian era.
Know how people were treated differently according to their wealth.
Know how Queen Victoria was seen as a strong leader of the time who oversaw great change.
Stone Age to Iron Age
Know how tools and weapons changed from the Stone Age to the Iron Age
Know how settlements changed from the Stone Age to the Iron Age.
Know how communities changed, with a hierarchy developing through the ages.
Know about the development of new technologies and how this impacted change from the Stone Age to the Iron Age.
Understand how belief systems have changed over time.
Egyptians
Know some of the achievements of the earliest civilizations.
Understand how we know about the achievements of the earliest civilisations.
Year 4
Know why people settled around the River Nile.
Know how Egyptians shaped the future as one of the first great civilisations.
Know the importance of the role of Cleopatra.
Know the structure of power in Egypt.
Know about the Ancient Egyptians beliefs including Gods and the afterlife.
Romans
Know about the lives of Celts in Britain.
Know that the Roman’s invaded Britain and the impact this had.
Know about the development of new technologies during the Roman era and how this has impacted on Britain today.
Know the significance of the Romans’ inventions and understand how they have changed the way we live.
Know that gladiators were often slaves who experienced great hardship and understand how Spartacus led a major slave rebellion.
Know how Boudicca’s role was important in the disruption of the Roman army.
Know that the Roman army were central to the empire’s power.
Know that the Romans managed to conquer many tribes and empires because of their military superiority.
Anglo-Saxons and Scots
Know the impact of the Roman withdrawal from Britain.
Know how and why the Anglo-Saxons and Scots settled in Britain.
Know how the Anglo-Saxons and Scots impacted on Britain.
Know that Anglo-Saxon society had a hierarchy.
Know how Christianity came to Britain.
Know that Britain is made up of a diverse set of cultures.
Know how religious beliefs changed during this time.
Year 5
Vikings
Know about the struggle between the Anglo-Saxons and Vikings for control of
Ancient Greece
Know about life in Ancient Greece and compare it to life today.
Year 6
Britain.
Know how conflict shaped early Britain.
Know how Vikings altered settlements in Great Britain.
Know how the Vikings influenced York.
Know that Britain is made up of a diverse set of cultures.
Know how religious beliefs changed during this time.
Know some of the achievements of the Ancient Greeks and how they have influenced the western world.
Be able to debate about whether Alexander the Great deserved his title.
Know that belief systems have changed over time and talk about some of the changes. Know that people were not treated equally and explain some of the inequalities of the time compared to today.
Know some of the legacies of Ancient Greece, including democracy, Olympic games, philosophy, mathematics, arts and culture and medicine.
Key Stage 3
Conflict: War – is it the solution?
Know how the First World War impacted on life in Britain.
Know how the First World War shaped the future of Britain and had a devastating effect on millions of people across the world.
Know how the role of women changed during and after the war.
Know some of the most influential figures of the First World War and the impact of their leadership.
Know and explain how the assassination Archduke Franz Ferdinand contributed to the start of World War 1.
Know the importance (and necessity) of education, health and housing was elevated and there was a significant change in political activity.
Know the significance of Poppies for remembrance.
Holmfirth Flood
I know how Holmfirth developed into a thriving industrial town.
I know the impact of the flood on our local area.
I know how the floods have impacted on the development of flood defences in Holmfirth
Africa – Black History
Know the historic inequality that African people have suffered at the hands of the New World.
Know that after nearly four centuries, humanitarian efforts finally brought an end to the Atlantic slave trade in the second half of the 1800s.
Be able to map out the journey of the Trans-Atlantic Slave Trade, explaining Africa’s, Europe’s and America’s involvement.
Know how black people have been viewed throughout history: Are we fully equal in modern times?
Know the abusive relationship that existed between slave traders, slave owners and slaves.
Understand that If laws and rules are morally flawed to begin with, then it can sometimes be necessary to break rules for the greater good of mankind.
Revisit a study of the Rosa Parks bus incident in Montgomery – discuss how her actions led to protests, which in turn led to a change in legislation.
How has Holmfirth been affected by the past?
A local study of Holmfirth from the Medieval period to the 20th century. The unit introduces historical skills and scholarship which is embedded throughout Key Stage 3
Who should be king?
A study of England pre 1066, the succession crisis and resulting battles. Pupils study how and why William I became king of England, considering the legitimacy of his claim to the throne and the factors which led to his success.