Calendar Dates
- There are no events for the next 10 weeks.
|
HISTORY SKILLS |
|
||
|
Y1 |
(The Bus Boycott, Rosa Parks) (Dinosaurs) SUBJECT CONTENT
CHRONOLOGICAL UNDERSTANDING Use dates where appropriate. Use words and phrases such as: a long time ago, recently, when my parents/ carers were children, years, decades and centuries to describe the passing of time. Label timelines with words or phrases such as: past, present, older and newer. HISTORICAL KNOWLEDGE Describe historical events. (eg. The Bus Boycott) Describe significant people from the past. Place events and artefacts in order on a timeline. (Rosa Parks and Emily Davison, Neil Armstrong and Christopher Columbus, Princess Diana Recount changes that have occurred in their own lives (eg changing schools, having a baby brother) HISTORICAL INTERPRETATION Ask questions such as: What was it like for people? What happened? How long ago? Explore the Jurassic period to ask historical questions and use historical sources, using fossils as a primary source of evidence HISTORICAL ENQUIRY Observe or handle evidence to ask questions and find answers to questions about the past. HISTORICAL TERMS past, present, older/newer, a long time ago, when I was little, before/after, since I was born, before I was born, event, famous, timeline LOCAL HISTORY
|
Y2 |
(Soho House, Matthew Boulton) (Cabdury World) (Viking Invasions) SUBJECT CONTENT
CHRONOLOGICAL UNDERSTANDING Use dates where appropriate. Use words and phrases such as: a long time ago, recently, when my parents/ carers were children, years, decades and centuries to describe the passing of time. Place events and artefacts in order on a timeline. HISTORICAL KNOWLEDGE Describe historical events. Describe significant people, events and places from the past in their own locality. (eg. Matthew Boulton and Soho House) Recount changes within living memory. (eg. The seaside) Show an understanding of the concept of nation and a nation’s history. Identify the significance of events beyond living memory, that are significant Nationally or Globally) (eg. The Vikings) HISTORICAL INTERPRETATION Ask questions such as: What was it like for people? What happened? How long ago? Recognise that there are reasons why people in the past acted as they did. HISTORICAL ENQUIRY Observe or handle evidence to ask questions and find answers to questions about the past. Use artefacts, pictures, stories, online sources and databases to find out about the past. Identify some of the different ways the past has been represented. HISTORICAL TERMS years, decades, century, past/present, events, when my parents/grandparents were little, timeline, then/now, source, research LOCAL HISTORY Soho House, the home of Matthew Boulton |
|
Y3 |
(Stone Age) (Rampaging Romans, Anglo Saxons and Scots) HISTORICAL PERIODS
CHRONOLOGICAL UNDERSTANDING HISTORICAL KNOWLEDGE Suggest causes and consequences of some of the main events and changes in history. Give a broad overview of life in Britain from ancient until medieval times. (Changes in Britain from the Stone Age to the Iron Age) Understand the impact on Britain of the Roman Empire Describe Britain’s settlement by Anglo-Saxons and Scots. Compare some of the times studied with those of other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. HISTORICAL INTERPRETATION Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. HISTORICAL ENQUIRY Use evidence to ask questions and find answers to questions about the past. Suggest suitable sources of evidence for historical enquiries. Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. HISTORICAL TERMS BC/AD, decade, ancient, period, evidence, historian, chronology, Stone Age LOCAL HISTORY Describe changes that have happened in the locality of the school throughout history. |
Y4 |
(Terrible Tudors) (Who’s Your Mummy? Ancient Egypt) HISTORICAL PERIODS
CHRONOLOGICAL UNDERSTANDING HISTORICAL KNOWLEDGE Recount the achievements of the ancient civilisations (Ancient Egypt) Show understanding of the influence the Tudors and Stuarts had on Britain, through study of the monarchy. Compare some of the times studied with those of other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. HISTORICAL INTERPRETATION Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Suggest causes and consequences of some of the main events and changes in history. HISTORICAL ENQUIRY Use evidence to ask questions and find answers to questions about the past. Suggest suitable sources of evidence for historical enquiries. Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. HISTORICAL TERMS social, ethnic, cultural or religious diversity of past society, Civilisation, monarchy, parliament, democracy, and war and peace, chronology, ancient. LOCAL HISTORY Describe changes that have happened in the locality of the school throughout history. |
|
Y5 |
(Bostin’ Brum-Victorian Birmingham) (Ancient Greeks) HISTORICAL PERIODS
CHRONOLOGICAL UNDERSTANDING Understand the concepts of continuity and change over time, representing them, along with evidence, on a timeline. Use dates and terms accurately in describing events. Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy. HISTORICAL KNOWLEDGE Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. Understand the significance and impact of the Victorian era on Birmingham. Understand the influence and achievements the Ancient Greeks had on the western world Compare some of the times studied with those of the other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. Identify periods of rapid change in history and contrast them with times of relatively little change. HISTORICAL INTERPRETATION Seek out and analyse a wide range of evidence in order to justify claims about the past. Refine lines of enquiry as appropriate. HISTORICAL ENQUIRY Use sources of evidence to deduce information about the past. Select suitable sources of evidence, giving reasons for choices. Use sources of information to form testable hypotheses about the past. Understand that no single source of evidence gives the full answer to questions about the past. Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past. Use original ways to present information and ideas. HISTORICAL TERMS era, chronology, continuity, change, century, decade, legacy, ancient, modern, chronology, Victorian era LOCAL HISTORY Identify continuity and change in the history of the locality of the school. |
Y6 |
(The Mayans) (The Blitz – WWII HISTORICAL PERIODS
CHRONOLOGICAL UNDERSTANDING Understand the concepts of continuity and change over time, representing them, along with evidence, on a timeline. Use dates and terms accurately in describing events. HISTORICAL KNOWLEDGE Understand the significance of WWII as a turning point in British history Compare some of the times studied with those of the other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). Identify periods of rapid change in history and contrast them with times of relatively little change. Understand how the Mayan civilisation and contrast with British history HISTORICAL INTERPRETATION Use sources of information to form testable hypotheses about the past. Seek out and analyse a wide range of evidence in order to justify claims about the past. Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. HISTORICAL ENQUIRY Use sources of evidence to deduce information about the past. Select suitable sources of evidence, giving reasons for choices. Understand that no single source of evidence gives the full answer to questions about the past. Refine lines of enquiry as appropriate. Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past. • Use original ways to present information and ideas. HISTORICAL TERMS era, chronology, continuity, change, century, decade, legacy dates, time period, viewpoint, propaganda, civilisation LOCAL HISTORY
|