History at Starbank makes full use of resources within the immediate and wider local area enabling pupils to develop a deep understanding of the richness of the history of their locality. Topics are informed by the national curriculum and aim to ensure that all pupils gain a coherent knowledge and understanding of significant events and people from British and world history.
Topics are planned to stimulate pupils’ curiosity to know more about the past, ask perceptive questions, examine historical sources and weigh evidence to draw their own conclusions. The three threads: invasion and Resistance, Civilisation and Identity, Challenge and Change are used to bring the progression of knowledge together across the year groups.
History Curriculum Map
History Progression Map
|Year 1||Year 2||Year 3||Year 4||Year 5||Year 6|
|Topics Covered||Tim Peake Toys||Great Fire of London Cadbury Local History||Prehistory Romans Egyptians||Ancient Greece Vikings Local History||Saxons Normans Mayans||WW2 Crime and Punishment|
|Questioning||Ask and answer simple questions about what they have heard.||Show curiosity by choosing to ask questions about what they have heard or read.||Start to frame question and answers in historically valid ways about change or differences.||Ask and answer questions in historically valid ways about contrast, cause and effect, reliability.||Ask and answer questions in historically valid ways about significance, or the basis of peoples opinions.||Ask and answer perceptive questions in a variety of historically valid ways.|
|Vocabulary||Use common words and phrases to explain the passing of time.||Use a wide vocabulary of everyday historical terms.||Start using specialist vocabulary in discussion.||Use specialist vocabulary and terms, often appropriately.||Use specialist vocabulary and terms, appropriately.||Use and apply vocabulary and terms in increasingly sophisticated ways.|
|Vocab for talk||Tradition, research, event, fiction, non fiction, museum, artefact, curator||Document, technology, archaeologist, excavate, unearth, similarity, difference, represent||Organise, introduce, construct, population, tribe, rural, urban, primary, secondary, source, theory, theme, opinion, revolution, invasion||Monarchy, aristocracy, transition, develop, abolish, structure, campaign, ardent, democracy, reliable, reliability, summarise, contrast, critique||Impact, complex, sustain, generalise, verify, rigorous, inform, phenomenon, analyse, appropriate, characterise||Demographic, hierarchy, doctrine, stance, attribute, controversy, prejudice, robust, authentic, plausible, discern, extrapolate, bias|
|Vocab for Chronology||Long ago, yesterday, then, now, when, last, before, after, first, second, days, months, prehistoric||Using years, BC/AD, BCE/CE, century, period, later, earlier, since, long, after, before, at the same time||During, while, several, more recently, millennium, era, age, chronological, approximate, change, process||Occasion, accurate, uncertain, seldom, former, latter, cause, consequence, phase, decline, trend, continuity||Contemporary, epoch, prior, subsequent, enduring, legacy, dominate, diminish, context||Simultaneous, cumulative, decontextualize|
|Chronological Understanding||Recognise differences between the past and present. Use simple words and phrases to help sequence events Long ago, before my parents were born, around the time of Jesus/The Prophet||Sequence events and explain their thinking, beginning to make connections over time. Date events to the nearest century (100 years) or era. There may be occasions where dating is more specific, (1666)||Note connections over time. Date events more accurately, to the year.||Note connections, contrasts and trends over time. Use the year to confidently date events. There may be occasions where dating to months or day.||Demonstrate a sense of perspective over history, explaining contrasts and trends in the short and long term.||Establish clear narratives within and across periods, at local, national and world level. Prepare for KS3 by securing sense of chronology to inform wider learning.|
|Identifying Contrasts and Themes||Make simple historical comparisons. Spot the difference, placing items on continuum lines.||Independently identify similarities and differences between people, places, events or ways of life. (when subjects or artefacts are provided for them)||Begin to note connections within across periods they have studied and drawn on independently. Begin to comment on historical changes, including suggestions about cause and effect. Start to identify themes within and between topics.||Note connections, contrasts across time, and place and cultures. Comment on change, cause and effect, and continuity. Identify themes within and between topics.||Sequence and structure complex subjects and themes. Begin to suggest reasons for connections across time, place and culture. Comment on the impact of events and their legacy.||Compare and contrast places, people and cultures. Be able to analyse their and others comparisons. Justifying their ideas with evidence drawn from historical topics taught.|