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CURRICULUM – HISTORY

Our bespoke History Curriculum has been designed with our curriculum driver of Global and Local Community and Spiritual and Moral Beliefs at its heart. To make sure these drivers determine the key areas of focus in History, we have chosen the substantive themes of Migration, Religious beliefs, Monarchy and Empire and Democracy which are taught right from the child’s first experiences in Early Years through to the end of Key Stage 2. Links to previous learning on the themes are explicitly focused on within our teaching so children build up a strong bank of knowledge in these areas and fully understand the concepts. These themes and our yearly topics have been chosen to reflect the history and diversity of our school and local community and are allocated to connect to other key subjects and themes for a specific year group.

For example : Migration is taught in EYFS through the topic of My World , Your World where children talk about similarities and differences and links to places in the world.

Year 1 learn about stories of migration and Year 2 teach explicitly about how some of our families at Camp migrated from Sylhet in Bangladesh and many other counties.

In Year 3 the children learn about the migration of people from across Europe and Africa to Britain in The Stone Age – Iron Age.

As children enter Year 4 migration is further built upon by looking at the concept of why people migrate as well as a focus on diversity in Britain during Roman times such as the first black Roman Emperor.

Year 5 learn about migration through finding out about the spread of the Empire in Victorian times and the consequences of the spread on Britain.

In Year 6 the focus of learning about the Early Islamic civilization is on its spread across many parts of the world and cements previous learning on migration.

Our focus on Migration embeds our learning about the world being a Global Community into our History Curriculum.

Chronology is history is taught in every year group so children become aware from an early age of the concept of old and new then build on their understanding of chronology through personal timelines and on to significant people and events in history.

 

Our disciplinary themes are based around the idea that we are learning to “be historians”. The children focus on similarities and differences in EYS and KS1 build on this as well as staring to look at causes and consequences and sources of evidence, In KS2 these disciplinary skills are further developed and we look for changes and continuity within the time periods we are studying.

Throughout their time at Camp the children will:

· Increase and develop their historical skills, concepts, knowledge and attitudes.

· Increase their understanding of the present in the context of the past.

· Develop and use their skills in enquiry, analysis, evaluation, and argument.

· Develop their interest in the past, arousing their curiosity and motivation to learn.

· Discover links and connections in the history they learn to the locality of the school and the wider community.

· Develop a sense of identity through learning about the past .

· History is implemented by using the National Curriculum framework supplemented by our History on a Page … or two documents which outline key knowledge , previous learning, substantive and disciplinary knowledge and key Tier 2 and 3 vocabulary

 

Visits and experiences are vital for ensuring history at Camp comes to life and these are an integral part of the children’s learning experience at Camp.

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Curriculum Content Annual Overview

Please click here for the Overview

EYFS Progression

Please click here for the EYFS Progression.

Progression of Skills KS1

Y1  Y2
To investigate and interpret the pastBegin to observe or handle evidence to ask questions and find answers to questions about the past.Observe or handle evidence to ask questions and find answers to questions about the past.
Start to ask questions such as: What was it like for people? What happened? How long ago?Ask questions such as: What was it like for people? What happened? How long ago?
Begin to use artefacts, pictures, stories, online sources and databases to find out about the past.Use artefacts, pictures, stories, online sources and databases to find out about the past.
Start to identify some of the different ways the past has been represented.Identify some of the different ways the past has been represented.
To build an overview of world historyBegin to describe historical events.Describe historical events.
Start to recognise that there are reasons why people in the past acted as they did.Describe significant people from the past.
Recognise that there are reasons why people in the past acted as they did.
To understand chronologyBegin to place events and artefacts in order on a timeline.Place events and artefacts in order on a timeline. Label timelines with words or phrases such as: past, present, older and newer.
Start to label time lines with words or phrases such as: past, present, older and newer.Recount changes that have occurred in their own lives.
Start to recount changes that have occurred in their own lives.Use dates where appropriate.
Begin to use dates where appropriate.
To communicate historicallyStart to 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.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.
 Begin to show an understanding of the concept of nation and a nation’s history.Show an understanding of the concept of nation and a nation’s history.
Show some understanding of concepts such as; civilisation, monarchy, parliament, democracy, and war and peace.Show an understanding of concepts such as; civilisation, monarchy, parliament, democracy, and war and peace.

Progression of Skills KS2

Y3Y4Y5Y6
Main themes of Migration and Religion to thread through all topics.British History British History  British History British History 
 Stone Age to Iron AgeThe Romans The Victorians WW2
World History Anglo Saxons and VikingsWorld History World History 
Ancient EgyptiansAncient GreeceEarly Islamic Civilization
To investigate and interpret the pastStart to use evidence to ask questions and find answers to questions about the past.Use evidence to ask questions and find answers to questions about the past.Start to use sources of evidence to deduce information about the past.Use sources of evidence to deduce information about the past.
Begin to suggest suitable sources of evidence for historical enquiries.Suggest suitable sources of evidence for historical enquiries.Begin to select suitable sources of evidence, giving reasons for choices.Select suitable sources of evidence, giving reasons for choices.
Start to use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.Start to use sources of information to form testable hypotheses about the past.Use sources of information to form testable hypotheses about the past.
Begin to describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.Begin to seek out and analyse a wide range of evidence in order to justify claims about the past.Seek out and analyse a wide range of evidence in order to justify claims about the past.
Start to suggest causes and consequences of some of the main events and changes in history.Suggest causes and consequences of some of the main events and changes in history.Start to show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied.Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied.
Begin to understand that no single source of evidence gives the full answer to questions about the past.Understand that no single source of evidence gives the full answer to questions about the past.
Start to refine lines of enquiry as appropriate.Refine lines of enquiry as appropriate.
To build an overview of world historyBegin to describe changes that have happened in the locality of the school throughout history.Describe changes that have happened in the locality of the school throughout history.Start to identify continuity and change in the history of the locality of the school.Identify continuity and change in the history of the locality of the school.
Start to give a broad overview of life in Britain from ancient until medieval times.Give a broad overview of life in Britain from ancient until medieval times.Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times.Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times.
Start to give some of the times studied with those of other areas of interest around the world.Compare some of the times studied with those of other areas of interest around the world.Compare some of the times studied with those of the other areas of interest around the world. Compare some of the times studied with those of the other areas of interest around the world. 
Begin to describe the social, ethnic, cultural or religious diversity of past society.Describe the social, ethnic, cultural or religious diversity of past society.Describe the social, ethnic, cultural or religious diversity of past society.Describe the social, ethnic, cultural or religious diversity of past society.
Begin to describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
To understand chronologyStart to place events, artefacts and historical figures on a timeline using dates.Place events, artefacts and historical figures on a timeline using dates.Begin to describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).
Begin to understand the concept of change over time, representing this, along with evidence, on a timeline.Understand the concept of change over time, representing this, along with evidence, on a timeline.Start to identify periods of rapid change in history and contrast them with times of relatively little change.Identify periods of rapid change in history and contrast them with times of relatively little change.
Start to use dates and terms to describe events.Use dates and terms to describe events.Start to understand the concepts of continuity and change over time, representing them, along with evidence, on a timeline.Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.
Use dates and terms when describing eventsUse dates and terms accurately in describing events.
To communicate historicallyBegin to use appropriate historical vocabulary to communicate, including:  dates,     time period, era,    change, chronology.Use appropriate historical vocabulary, with increasing accuracy, to communicate, including:  dates, time period, era,     change, chronology.Develop further use of appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy.Use appropriate historical vocabulary with confidence to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy.
   Start to use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.   Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.   Continue to develop the use of literacy, numeracy and computing skills to a high standard in order to communicate information about the past.Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past.
Start to use original ways to present information and ideas.Use original ways to present information and ideas.

Bringing Learning to Life

Egyptian Day – Year 3

 

 

 

 

Roman Day – Year 4

Progression of Vocabulary

Coming Soon…