History

Vision

History education at Greenways will help pupils gain a coherent knowledge and understanding of the past, focusing on Ancient, British and Local History.  It will inspire pupils’ curiosity to know more about the past, and will equip pupils to ask perceptive questions, think critically, and develop perspective and judgement. History at Greenways helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.  Children will use high quality fiction and non-fiction texts, and their learning will be enriched through the use of first-hand experiences, such as educational visits and visitors.

Pupils will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They will develop understanding of connections, contrasts and trends over time and develop the appropriate use of historical terms. They will ask and answer historically valid questions about change, cause, similarity and difference, and significance, and learn different ways to present historical information. They will understand how our knowledge of the past is constructed from a range of sources, and these will be scrutinised and questioned with purpose.

Key Concept(s)

• Chronology: to create a sense of period and time, the sequence of when things happened, what changed and what continued, and what we might see as progress
• Cause and Effect: how can we explain why things happened in history and the impact?
• Critical Thinking: how and why does the way that history is portrayed differ?

Significant Events

Significant People

Year 1

Moon Landing

Who am I?

Who are the important people in my history?

Year 2

Great Fire of London

1666: Cause and Effect

Who were Florence Nightingale and Mary Seacole?

Significant figures and their impact:

Katherine Johnson and Emmeline Pankhurst

Ancient History

British History

Local History

Year 3

Ancient Egyptians (3000 BC)

Roman Empire:

Impact on Britain

27 BC – 476 AD

Stone Age to

Iron Age Britain

(3000 BC - 43 AD)

Year 4

The Shang Dynasty of China (1600 BC)

Anglo - Saxons

475 AD

Victorians:

Southend-on-Sea

1837 - 1901

Year 5

Ancient Greece

(800 BC - 146 BC)

Vikings:

Invaders and Settlers

793 – 1066

World War 2:

The Home Front

(1939-45)

Year 6

The Mayan Empire (300 BC)

Tudors:

The Spanish Armada

1588

The Windrush Generation

1948-1973

Domains

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

End Points

Significant events

To identify important dates in their own lives.

To talk about celebrations or important days.

To talk about events that have happened in the past e.g. Remembrance Day

To understand the concept of the past and recount changes and events in their own lives.

To be able to sort and/or sequence events and artefacts on a timeline.

To be able to explain how things are similar and different.

To be able to communicate historical understanding  in a simple age appropriate way.

To use historical vocabulary…

…that describes the passage of time in simple ways. 

…that identifies living memory and before living memory.

To begin using dates when appropriate.

To study events and people from beyond living memory.

To be able to sort and/or sequence historical events on a timeline.

To use dates when appropriate.

Start to ask and answer historical questions based on their observations and experience.

To ask and answer historical questions using different sources of information e.g. talking to people, analysing pictures and objects as directed by my teacher.

To use different sources of information e.g. artefacts, stories and other accounts.

To be able to explain similarities and differences between the present and the past .

To be able to communicate historical understanding in a written form.

To begin to form opinions about people from the past and recognise that there are reasons why people in the past acted in the way they did.

To learn about and describe a significant historical event, people and places.

To use historical vocabulary…

…that begins to describe the passage of time in more specific ways.

…that begins to identify evidence.

…that begins to differentiate between world/Uk and local history.

To be able to use enquiry skills to understand, analyse and assess different evidence and sources to develop an understanding of the past.

A chronological knowledge and understanding, including the characteristic features, of different historical periods, people, events and developments.

To be able to create and use an accurate timeline using dates and terms.

To be able to explain and describe in depth characteristic features of the past, including significant events and individuals and how they had an impact on society today.

To be able to use evidence and knowledge to organise and communicate their historical knowledge and skills.

To be able to use and explain a wide range of historical vocabulary in context.

Significant people

To identify important people in their lives.

To talk about people that help them.

To talk about people in the past e.g. Guy Fawkes, Royal

To ask and answer historical questions using different sources of information e.g. talking to people, analysing pictures and objects as directed by my teacher.

To recognise that there are reasons why people in the past acted in the way they did.

To be able to communicate historical understanding verbally in a simple age appropriate way.

To use historical vocabulary…

…that describes the passage of time in simple ways. 

…that identifies living memory and before living memory.

To study events and people from beyond living memory.

To ask and answer historical questions using different sources of information e.g. talking to people, analysing pictures and objects as directed by my teacher.

To use different sources of information e.g. artefacts, stories and other accounts.

To be able to communicate historical understanding in a written form.

To begin to form opinions about people from the past and recognise that there are reasons why people in the past acted in the way they did

To learn key points  about the lives of significant individuals and the impact they had at the time (national or international).

To learn about and describe a significant historical event, people and places.

To use historical vocabulary…

…that begins to describe the passage of time in more specific ways.

…that begins to identify evidence.

…that begins to differentiate between world/Uk and local history.

Ancient History

To place historical events and people on a timeline using key dates.

To understand the concept of change over time.

To understand that the past can be divided into different eras.

To answer historically valid questions.

To understand the difference between primary and secondary sources of information.

To suggest suitable sources and use multiple sources of evidence for historical enquiry.

To be able to define what makes a question historically valid.

A historically ‘valid’ question will ask about:

Change

Cause

Similarity and difference

Significance

To describe the characteristic features of the past, including ideas, beliefs and experiences.

To begin to give a general overview of life in a specific period (religion, daily life, jobs, housing etc).

To be able to explain similarities and differences within a historical time period.

To recall, select and organise historical information in different ways e.g. summary, diary entry, letter.

To begin to consider the causes and consequences of events and changes in history.

To begin forming opinions about historical changes, including people and events.

To use historical vocabulary…

…that identifies events and passage of time pre and post 1AD.

…that identifies and describes historical sources .

…that begins to identify broader historical concepts

To place historical events and people on a timeline using key dates.

To understand the concept of change over time.

To ask and answer historically valid questions.

To understand that historical knowledge is constructed from a range of primary and secondary sources.

To suggest suitable sources and use multiple sources of evidence for historical enquiry.

To recall, select and organise historical information for different purposes e.g. convey information, persuade, justify.

To begin to consider the causes and consequences of events and changes in history.

To begin forming opinions about historical changes, including people and events.

To describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences.

To begin to give a broad overview of life in a specific period (religion, daily life, jobs, housing etc).

To describe changes in the history of the locality, Britain and the wider world

To use historical vocabulary…

…that continues to build upon broader historical concepts

…that begins to define types of human civilisation

To describe the main changes in a period in history and create an accurate timeline.

To understand the concepts of continuity and change over time.

To show an awareness of events happening in similar times, but in different places.

To ask and answer historically valid questions, refining

their lines of enquiry as appropriate.

To begin to use primary/secondary resources successfully to support their findings.

To select sources of evidence to follow a line of  enquiry, giving reasons for choices.

To consider the reliability of the information when using different sources.

To recall, select and organise historical information for different purposes.

To explain the impact and significance of historical events and people on life today.

To be able to form opinions about historical changes, including people and events.

To describe and compare  the characteristic features of the past, including ideas, beliefs, attitudes and experiences and explain reasons as to why they thought that way.

To describe and compare the main events, causes and changes within and across different periods.

To give a broad overview of life within and across  a specific period of time (religion, daily life, jobs, housing etc).

To use a wide range of historical vocabulary…

…that begins to question the validity of sources.

…that begins to identify social structures

To describe the main changes in a period in history and create an accurate timeline.

To analyse continuity and change over time.

To show an awareness of events happening in similar times, but in different places.

To ask and answer historically valid questions, referring to primary/ secondary sources to support their findings.refining their lines of enquiry as appropriate

To consider the reliability of the information when using different sources.

To suggest why there might be different interpretations of the same event.

To recall, select and organise historical information for different audiences e.g. by age, by job.

To explain the impact and significance of historical events and people on life today.

To be able to use their own perception and judgement to form opinions about historical changes, including people and events.

To describe and compare the characteristic features of the past, including ideas, beliefs, attitudes and experiences and explain reasons as to why they thought that way.

To describe, compare and explain the main events, causes and changes within and across different periods.

To describe and explain a broad overview of life within and across a specific period of time (religion, daily life, jobs, housing etc).

To describe changes, make links and comparisons within the history of the locality, Britain and the wider world

To use a wide range of historical vocabulary accurately…

… that allows discussion and analysis.

…that explores shifts in diversity and culture over time.

British History

To place historical events and people on a timeline using key dates.

To understand the concept of change over time.

To understand that the past can be divided into different eras.

To answer historically valid questions.

To understand the difference between primary and secondary sources of information.

To suggest suitable sources and use multiple sources of evidence for historical enquiry.

To be able to define what makes a question historically valid.

A historically ‘valid’ question will ask about:

Change

Cause

Similarity and difference

Significance

To describe the characteristic features of the past, including ideas, beliefs and experiences.

To describe and make links between the main events, situations and changes between then and now (both in Britain and/or internationally).

To begin to give a general overview of life in a specific period (religion, daily life, jobs, housing etc).

To be able to explain similarities and differences within a historical time period.

To recall, select and organise historical information in different ways e.g. summary, diary entry, letter.

To begin to consider the causes and consequences of events and changes in history.

To begin forming opinions about historical changes, including people and events.

To use historical vocabulary…

…that identifies events and passage of time pre and post 1AD.

…that identifies and describes historical sources .

…that begins to identify broader historical concepts

To place historical events and people on a timeline using key dates.

To understand the concept of change over time.

To describe different accounts of a historical event and consider why they are different.

To ask and answer historically valid questions.

To understand that historical knowledge is constructed from a range of primary and secondary sources.

To suggest suitable sources and use multiple sources of evidence for historical enquiry.

To be able to explain similarities and differences between two time periods in the past.

To recall, select and organise historical information for different purposes e.g. convey information, persuade, justify.

To begin to consider the causes and consequences of events and changes in history.

To begin forming opinions about historical changes, including people and events.

To describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences.

To begin to give a broad overview of life in a specific period (religion, daily life, jobs, housing etc).

To describe changes in the history of the locality, Britain and the wider world

To use historical vocabulary…

…that continues to build upon broader historical concepts

…that begins to define types of human civilisation

To describe the main changes in a period in history and create an accurate timeline.

To understand the concepts of continuity and change over time.

To show an awareness of events happening in similar times, but in different places.

To ask and answer historically valid questions, refining

their lines of enquiry as appropriate.

To begin to use primary/secondary resources successfully to support their findings.

To select sources of evidence to follow a line of  enquiry, giving reasons for choices.

To consider the reliability of the information when using different sources.

To suggest why there might be different interpretations of the same event

To recall, select and organise historical information for different purposes.

To explain the impact and significance of historical events and people on life today.

To be able to form opinions about historical changes, including people and events.

To describe changes and make links within the history of the locality, Britain and the wider world.

To describe and compare  the characteristic features of the past, including ideas, beliefs, attitudes and experiences and explain reasons as to why they thought that way.

To describe and compare the main events, causes and changes within and across different periods.

To give a broad overview of life within and across  a specific period of time (religion, daily life, jobs, housing etc).

To use a wide range of historical vocabulary…

…that begins to question the validity of sources.

…that begins to identify social structures

To describe the main changes in a period in history and create an accurate timeline.

To analyse continuity and change over time.

To show an awareness of events happening in similar times, but in different places.

To ask and answer historically valid questions, referring to primary/ secondary sources to support their findings.refining their lines of enquiry as appropriate

To be able to use a range of sources of evidence to find out about the past and form testable hypotheses.

To consider the reliability of the information when using different sources.

To suggest why there might be different interpretations of the same event.

To recall, select and organise historical information for different audiences e.g. by age, by job.

To explain the impact and significance of historical events and people on life today.

To be able to use their own perception and judgement to form opinions about historical changes, including people and events.

To describe and compare the characteristic features of the past, including ideas, beliefs, attitudes and experiences and explain reasons as to why they thought that way.

To describe, compare and explain the main events, causes and changes within and across different periods.

To describe and explain a broad overview of life within and across a specific period of time (religion, daily life, jobs, housing etc).

To describe changes, make links and comparisons within the history of the locality, Britain and the wider world

To use a wide range of historical vocabulary accurately…

… that allows discussion and analysis.

…that explores shifts in diversity and culture over time.

Local History

To place historical events and people on a timeline using key dates.

To understand the concept of change over time.

To understand that the past can be divided into different eras.

To answer historically valid questions.

To understand the difference between primary and secondary sources of information.

To suggest suitable sources and use multiple sources of evidence for historical enquiry.

To be able to define what makes a question historically valid.

A historically ‘valid’ question will ask about:

Change

Cause

Similarity and difference

Significance

To describe the characteristic features of the past, including ideas, beliefs and experiences.

To describe and make links between the main events, situations and changes between then and now (both in Britain and/or internationally).

To begin to give a general overview of life in a specific period (religion, daily life, jobs, housing etc).

To be able to explain similarities and differences within a historical time period.

To recall, select and organise historical information in different ways e.g. summary, diary entry, letter.

To begin to consider the causes and consequences of events and changes in history.

To begin forming opinions about historical changes, including people and events.

To use historical vocabulary…

…that identifies events and passage of time pre and post 1AD.

…that identifies and describes historical sources .

…that begins to identify broader historical concepts

To place historical events and people on a timeline using key dates.

To understand the concept of change over time.

To describe different accounts of a historical event and consider why they are different.

To ask and answer historically valid questions.

To understand that historical knowledge is constructed from a range of primary and secondary sources.

To suggest suitable sources and use multiple sources of evidence for historical enquiry.

To be able to explain similarities and differences between two time periods in the past.

To recall, select and organise historical information for different purposes e.g. convey information, persuade, justify.

To begin to consider the causes and consequences of events and changes in history.

To begin forming opinions about historical changes, including people and events.

To describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences.

To describe and make links between the main events, situations and changes within and across different periods.

To begin to give a broad overview of life in a specific period (religion, daily life, jobs, housing etc).

To describe changes in the history of the locality, Britain and the wider world.

To use historical vocabulary…

…that continues to build upon broader historical concepts

…that begins to define types of human civilisation

To describe the main changes in a period in history and create an accurate timeline.

To understand the concepts of continuity and change over time.

To show an awareness of events happening in similar times, but in different places.

To ask and answer historically valid questions, refining

their lines of enquiry as appropriate.

To begin to use primary/secondary resources successfully to support their findings.

To select sources of evidence to follow a line of  enquiry, giving reasons for choices.

To recall, select and organise historical information for different purposes.

To explain the impact and significance of historical events and people on life today.

To be able to form opinions about historical changes, including people and events.

To describe changes and make links within the history of the locality, Britain and the wider world.

To use a wide range of historical vocabulary…

…that begins to question the validity of sources.

…that begins to identify social structures

To describe the main changes in a period in history and create an accurate timeline.

To understand the concept of change over time.

To analyse continuity and change over time.

To show an awareness of events happening in similar times, but in different places.

To ask and answer historically valid questions, referring to primary/ secondary sources to support their findings.refining their lines of enquiry as appropriate

To be able to use a range of sources of evidence to find out about the past and form testable hypotheses.

To consider the reliability of the information when using different sources.

To suggest why there might be different interpretations of the same event.

To recall, select and organise historical information for different audiences e.g. by age, by job.

To explain the impact and significance of historical events and people on life today.

To be able to use their own perception and judgement to form opinions about historical changes, including people and events.

To describe and compare the characteristic features of the past, including ideas, beliefs, attitudes and experiences and explain reasons as to why they thought that way.

To describe, compare and explain the main events, causes and changes within and across different periods.

To describe and explain a broad overview of life within and across a specific period of time (religion, daily life, jobs, housing etc).

To describe changes, make links and comparisons within the history of the locality, Britain and the wider world

To use a wide range of historical vocabulary accurately…

… that allows discussion and analysis.

…that explores shifts in diversity and culture over time.

Vocabulary

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

A long time ago

Same

Different

Change

People

Lives

History

Past

Now

Modern

Old

New

Touch

See

Smell

Hear

Discuss Questioning Finding out Order

Compare

Tomorrow

Today

Yesterday

Week

Past/Present/Future

Lifetime

Remember

Timeline

Date order

Older generation

Old/New

Important

Memories

Change

Chronological order

Significant

Travel

Encounter

Period

Decade

Century

Local

National

First/second hand evidence

B.C. (Before Christ)

A.D (Anno Domini)

Millennium

Modern

Ancient

Era

Account

Source

Primary Source

Secondary source

Archaeologist

Archeology

Artefact

Impact

Significance

Effects

Continuity

Legacy

Civilisation

Historian

Migration

Settlements

Culture

Kingdoms

Empire

Invasion

Resistance

Achievements

Reliable

Propaganda

Bias

Reliability

Alliance

Democracy

Parliament

Monarchy

Peasantry

Excavate

Legislation

Hypothesis

Suitable

Analyse

Justify

Test

Diversity

Racial

Culture

Diverse

Characteristic features