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History Curriculum Knowledge and Skills Progression Map

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History Curriculum Knowledge and Skills Progression Map History Curriculum Knowledge and Skills Progression Map Subject Content: KS1 KS2 ● Changes Within Living memory Chronology from the stone age to 1066 ● Events Beyond Living Memory Chronology beyond 1066 ● The Lives of significant people Local Study Ancient Ancients (approx. 3000 years ago) ● Local History: Significant Historical Events, People and Places Civilizations from 1000 years ago Ancient Greece National Curriculum Programmes of Study; Colour Coded Cross Referencing Key – KS1 KS2 ● Develop an awareness of the past ● Develop chronologically secure knowledge and understanding of British, local ● Know where the people and events studied fit within a chronological and world history, establishing clear narratives within and across the periods framework studied* ● Identify similarities and differences between ways of life in different ● Note connections, contrasts and trends over time and develop appropriate use periods of historical terms* ● Choose and use parts of stories and other sources to show ● Address and devise historically valid questions about change, cause, similarity understanding of key features of events and difference and significance* ● Understand some of the ways in which we find out about the past ● Construct informed responses that involve thoughtful selection and organisation and identify different ways in which it is presented of relevant historical information* ● Understand how knowledge of the past is constructed from a range of sources* Where the identified knowledge/skill links to more than one NC requirement, the proceeding ** indicate the NC links. Year 1 KS1 Knowledge End Points: Term Autumn Spring Summer Half Term Autumn 2 (Week 5 & 6) Spring 2 Week 1 and 2 Summer 2 Weeks 5, 6 and 7 ● Knows that changes Coverage occur over time and to Toys from the Past Space explorers - Apollo 11 The evolution of Stoke Newington consider specific Topic Subject Content: Changes within living memory (first Subject Content: Significant Individuals Subject Content: Local History: Significant Historical Events, changes within a generation) People and Places historical context. ● Toys have changed over time. ● The Moon landing refers to the first time a human walked on the ● Hackney has changed over time, from 900AD to the ● Understands that objects Key Knowledge ● Historically, toys were made of wood and metal. moon. It took place on July 20, 1969 and the astronauts were Neil present day (including the ‘small villages’ era 43AD - and events in history Plastic had not been invented yet. In the present Armstrong and Buzz Aldrin. They are American. 1150) reflect the era in which day many toys are made of plastic. ● The Moon landing was a result of the ‘Space Race’ between the USA ● Tudor houses had similarities and differences to the they were ● In the past, toys with moving parts were and the USSR. houses we live in today ( Sutton House in Hackney is a made/occurred generally mechanical. You had to move a part of ● To know the events of the Moon Landing in 1969 and the chronology rare example of a red brick building from the Tudor ● Recalls specific dates the toy to make another part move.* of what happened, including the launch of Apollo 11 from Florida (16th period) and individuals ● Now we have electricity - Many modern toys are July), landing on the moon using the Eagle module (20th July), ● Daniel Defoe was a significant author who lived in Stoke associated with an electrical and can move when you turn them on. spending over 21 hours on the moon, and returning to Earth, landing Newington historical era * in the Pacific Ocean on 24th July. ● Buildings, including the school, and homes in Stoke ● Knows that a primary ● The first person on the moon was Neil Armstrong. Armstrong and Newington have changed over time. source of information Aldrin walked on the moon and did experiments as well as taking ● Mary Wollstonecraft was a reformist who wanted was created at the time samples and photographs. Collins stayed in orbit around the moon in education for all and campaigned for equal rights of the study and that a the command module. ● William Patten was an author, scholar and government secondary source was ● Sources help us to find out about the past and that these take official. He rebuilt the old St Mary's Church and created after it. different forms; eg photographs and film footage of the moon landing, established a school there in 1563. written articles/films about and featuring the astronauts talking about ● William Patten school was built in the Victorian era when their experience. Rock samples were also brought back to be studied. education became available to all ● Primary sources are from the time of the event in history. ● Frank Bostock (1866-1912) owned a travelling circus ● Exploration has developed over time - from Christopher Columbus in and was buried in Abney Park Cemetery. His grave is the 15th Century to Roald Amundsen and Neil Armstrong in the 20th marked with a monument of a lion. Century. ● Jobs and businesses on Church Street have changed ● There are similarities and differences between expedition items 50 over time; Willet Frank Confectioner no. 3, Morley and 500 years ago. Samuel saddler no.13, Elise Miss E. milliner no. 185) ● Key female figures had major achievements during Apollo 11 and ● Local transport has changed over time. throughout the history of exploration (these include Katherine Johnson, Valentina Tereshkova, Mae Jemison, Helen Sharman, Christina Koch and Jessica Meir) Cross Curricular ● Science; Materials, circuits ● Literacy - report writing and asking questions ● Geography (Autumn 1: Local Area) Links ● D & T; use of mechanics in the context of ● D&T making rockets moving toys KS1 Skills End Points: ● Describe the characteristics of old toys. ● Examine different historical sources and use them to support ideas, ● Develop knowledge of chronology by ordering Key Skills ● Begin to distinguish between the past in living explaining what has been learnt from the sources photographs ● Can order historical memory and beyond when putting toys in ● Chronologically order events from the Moon Landing ● Deduce information from historical sources (Sutton chronological order and when discussing toys of House - who lived there/how many people/how old is the artefacts and key events ● Identify the achievements of key figures by reading secondary sources chronologically parents and grandparents. house/how were houses built? etc)**** ● Sort expedition items that were used over 500 years ago from those ● Can illicit information and ● put up to 3 objects in chronological order. ● Compare photos of shops and building form the past to draw conclusions from ● Speak about toys that belonged to their parents that were used 50 years ago by Neil Armstrong, and to identify those in the present in the same location*** primary sources of and grandparents. similarities and differences. ● Carry out enquiry using artefacts that represent the history. ● Use real historical toys to compare the ● Write a simple newspaper article about the moon landing using experiences of people living locally in different eras of ● Can use secondary properties of old and new toys.* information from primary and secondary sources Hackney's past.**** sources of history to find ● Experience real and replica toys from the past ● Begin to develop awareness of which of these are primary and ● Relate key events and happenings to a historical context information to enhance (delivered to school and in the V&A Museum of (eg historical use of animals in a circus/no education for secondary sources. knowledge and Childhood) and also learn from second-hand the poor or for girls depending on the era) understanding of an sources about which toys existed in different ● Develop an awareness of the chronology of exploration ● identify changes from the past, such as modes of historical era. times (e.g. interviewing parents and transport, from historical photographs (primary sources) ● Can articulate historical grandparents).* *** understanding verbally ● Identify old toys and new toys, and to explain and through writing. some similarities and differences. ● Can compare related School Context historical and modern objects and consider the ● Children deepen understanding of local community heritage ● Trip to design museum) / inflatable planetarium ● Visit to Sutton House, Homerton influence of an historic through handling historical toys of own parents and ● Visit to Abney Park Cemetery event or change in grandparents. ● Children consider history of shops in their immediate history. ● Visit to the Museum of Childhood locality and the school itself to understand that changes ● Examine toys that children in the local area would have had occur over time (boxes provided by Hackney Museum). Year 2 KS1 Knowledge End Points: Term Autumn Spring Summer Half Term Autumn 2 (Week 1 & 2) Spring 2 (Week 1 and 2) Summer 2 Week 7 ● Knows that changes Coverage occur over time and to Topic Great Fire of London Mary Seacole & Florence Nightingale The History of Flight consider specific Subject Content: Beyond Living Memory/significant Subject Content: Significant Individuals Subject Content: Beyond Living changes within a historical events, people and places in own locality Memory/Significant Individuals historical context. ● The great fire of London occurred centuries ● Florence Nightingale a famous British nurse who lived from 1820-1910 ● To know that people had an ambition to fly a ● Understands that Key before the eras previously studied ● Florence Nightingale began her nursing career during the Crimean War and campaigned for better hospital long time before it became possible objects and events in Knowledge ● Where the Great Fire of London started conditions for the wounded soldiers there. (Daedelus and Icarus story from ancient history reflect the era in (Pudding Lane, Thomas Farryner’s Bakery) ● Nightingale helped to make hospitals more sanitary places and is considered the founder of modern nursing (Much greece, Da Vinci’s drawings of a helicopter which they were ● Which historical figures were involved and the of what we know about clean, organised hospital conditions today is thanks to Florence’s hard work and research) and mechanical flying machines).
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