KS 1 & KS2 curriculum

Key concepts

Settlements

Main events

Location/place

Food & farming

Travel & exploration

Technology

Conflict

Power

Monarchy

Society

Artefacts (object-based enquiry units)

Legacy (how this person/event influenced the future)

Religion & Beliefs

Culture and pastimes

Teaching sequence in history

Big picture: Placing of the History being studied in the chronological context of previous learning through an age-appropriate British and World History timeline

Recap relevant prior knowledge of key concepts and establish what pupils already know about time period/event

Give out Knowledge organiser

 Specify key vocabulary to be used and its meaning (through working wall)

 Conduct Historical enquiry question from MTP using a variety of sources and / or artefacts

Interpret their findings

Communicate their historical knowledge and understanding appropriately Evaluate their learning, with reference to the working wall timeline with reference to that time period, and compare with other historical periods studied as appropriate

Assess learning and pupil understanding with opportunities to write at length

Being introduced to the key terms and vocabulary that a historian would use; defining the key vocabulary that a historian would use; high expectations of pupils ‘talking’ like a historian; high expectation of pupils asking questions to research, interpret and present like a historian

Key Concepts

Explanations

Historical enquiry and interpretation

Historical enquiry is the process by which pupils use the same methods as a professional historian when investigating an aspect of history. Children will develop their understanding of historical enquiry by asking and framing question; undertaking research; making judgments and effectively communicating answers. Pupils will study the way past events are presented, how valid these are and reflect upon why they may differ

Continuity and change

There were lots of things going on at any one time in the past. Some changed rapidly while others remained relatively continuous. We can look at these to consider things that were continuous and explain why, and things that were changing and explain why. We can then use these to judge comparisons between two points in the past, or between some point in the past and the present. We consider key moments / key individuals and turning points that triggered change, the level of change and its significance.

Cause and consequence

This concept considers the ‘how and why’ of history. The causes look for ‘what were the actions/beliefs/circumstances…?’ that led to a change or event that we examine, and then the consequences of these.

Similarity and difference

Similarity and difference based upon an understanding of the differing perspectives and relationships between different groups. Asking how similar or different allows pupils to draw comparisons across people, their perspectives, motivations and actions as well as across time and space, helping children to develop a greater understanding of modern global society.

Significant events and people

Some events, ideas or people have had a significant long-lasting impact on the world. Children can see the range of reasons why certain people, places and events were significant then and now. It includes assessing and evaluating the impact that they had on a period of time.

Chronology/Artefacts

This concept is about considering the order in which things happened, using dates, vocabulary and chronological conventions. It is about building up an historical overview or framework of periods and Topics. It is about placing events in their broader historical context. Understanding that many events around the world were happening at the same time or overlapped.

Artefacts offer insights beyond texts to understanding culture. They are primary/secondary sources that allow interpretation, narratives and bring learning to life.

KS 1 & KS2 curriculum

Key concepts

Place

Location

(Human/physical features)

Geographical skills & Field work

Physical & Human processes

Teaching sequence in geography

Geographical Enquiry

Opportunity to ask geographical questions and enquire about their topic of interest based on prior learning knowledge. Where is this place? What is it like? (and why?) How and why is it changing? How does this place compare with other places? How and why are places connected?

Locational Skills

Identify and locate their place of interest using maps, aerial photographs, the internet and other sources of information.

Vocabulary – human and physical features to be included

Understand the key vocabulary associated with their topic of interest and understand the meaning of them in a practical/real life context.

outdoor learning

Use the outdoors to understand process, map reading skills, directional language, to develop their fieldwork skills based on their learning

Apply their knowledge from their topic to the world around them locally and globally.

What could/should the world be like in the future?

What can we do to influence change?

Being introduced to the key terms and vocabulary that a Geographer would use; defining the key vocabulary that a geographer would use; high expectations of pupils ‘talking’ like a geographer and asking questions.

Key Concepts

Explanations

Place

Having a ‘sense of place’ – simply put, what is the place like? Having the locational knowledge to describe where there are – which continent or ocean? Which country? Which local street? This focuses on how we create a sense of place (patterns, behaviour and communication), the specific key human and physical aspects of a place created by a shared human experience. Place is also about geographical similarities and differences between places and the significance of location and links with other places at global and local scales of study

Location

How natural and man-made places fit together in the jigsaw of the world. The names, locations and characteristics of these locations. How the environmental and human characteristics of places are influenced by their location, but also how the effects of location and distance from other places on people are being reduced by improvements in transport and communication technologies.

Geographical skills & Field work

This is about communicating geographical information in a variety of ways and interpreting geographical information e.g. maps and atlases. Examining how Earths features at different scales are shaped interconnected and change. Fieldwork enables pupils to have first-hand observation of human and physical features and processes and enhances their locational awareness. It gives hands on experience of using and developing geographical skills.

Environment

This considers how we use the natural world and how people have the ability to change it. The distribution of natural resources and the positive and negative interactions human behaviour has on the environment.

Physical & Human processes

Looking at how people and events can change the physical and human world and the impact these have on the environment. Physical process – an event or sequence of events that occur naturally due to the power of the planet. Human process - things created/affected by people. These processes would not occur without human involvement.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Reception

Y1

Around the world: continents & oceans

“what can we find out about the world?”

Significant individuals: Christopher Columbus

“Why is he significant?”

Around the world: India

“How is life different in India?”

Significant individuals: Neil Armstrong, Mae Jemison, Tim Peake

“Who are they and how has space travel changed?”

Local area

“Where do we go to school?”

Technology:

“How has technology changed over time?”
(within living memory)

Y2

Around the world: Antarctica

“What is it like to live there?”

Significant individuals:
Matthew Henson & Ernest Shackleton

“Who are they and how has exploration of the Antarctic changed over time?”

:

Around the world:

The UK
“What is life like in the UK?”

The Great Fire of London

“Could the Great fire of London happen today?”

Significant individuals:

Harry Beck

“Who is Harry Beck and what is his legacy?”

Local area

“Why is Finchley a special place to live?”

Local history study/significant individuals:

Margaret Thatcher

“What was her life like?”

Or

Octavia Hill

“What is her legacy ?”

Y3

Climate zones & biomes

“What are they and why do they matter?”

Africa

Stone age to Iron age

“What do archaeologists think they know about it?”

Bronze age to Iron age

“How did life change during in Britain during this time?”

Where is Spain and what is it like to live in Spain?”

Local history study: transport

“Who is Harry Beck and what is his legacy”

Y4

Ancient Egypt

“Why is the river Nile important?”

“What stayed the same and what changed over 3000 years?”

Northern Italy

“What is it like to live in norther Italy?”

Volcanoes & Earthquakes

“What, where, why?”

Ancient Rome

“What did it mean to be a Roman?”

Ancient Rome

“What impact did the Romans have on Britain?”

Y5

Ancient Greeks

“What is like to live in Greece today?”
“Did more unite or disunite the ancient Greeks?”

Ancient Greeks

“what is its most significant legacy?”

The UK

“Who are we?”

Rivers & Mountains

“What is special about them?”

Saxons

“What changed after the Romans left”

Vikings

“Who were the Vikings and why did they dominate large parts of Britain by 910??”

Y6

WW2

“How did WW2 impact Britain?”

WW2

“How did WW2 impact Britain?”

North & South America

“How diverse are their places and landscapes?”

Rainforests

“Why does the Amazon rainforest matter?”

Or “why are forests important?”

The Mayan

“What made the Maya so distinctive

Black and British

“How have black British people shaped our British culture?”