Theme title

Programme of study

People and communities

• Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions

Expectations

• Talk about the past and present events in their own life and of family members.
• Use everyday language related to time.
• Indicate if personal events and objects belong in the past or present.
• Begin to use some common words, signs or symbols to indicate the passage of time.
• Recount episodes from own past and some details from other historical events with prompts. Answer simple questions about historical stories and artefacts

Theme title

Programme of study

Toy Story

(Toys from the Past)

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

There’s No place Like Home

(The local area)

Significant historical events, people and places in their own locality

Colossal Castles

(British Castles)

Events beyond living memory that are significant nationally or globally

Area of History

Expectations

To investigate and interpret the past

Observe or handle evidence to ask questions and find answers to questions about the past.

To build an overview of world history

Describe historical events

To understand chronology

Place events and artefacts in order on a timeline.

Recount changes that have happened in their own lives.

To communicate historically

Use words and phrases such as ‘a long time ago’

Theme title

Programme of study

Events Beyond Living Memory

(Great Fire of London)

• Events beyond living memory that are significant nationally or globally (for example, the Great Fire of London.)
• Changes within living memory.  Where appropriate, these should be used to reveal aspects of change in national life.
• Significant historical events, people and places in their own locality,

Significant Individuals

(Florence Nightingale and Mary Seacole)

• The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods such as Mary Seacole and/or Florence Nightingale during the Crimean War.

Events Beyond Living Memory

(Wish you were here)

• Changes in living memory.  Where appropriate, these should be used to reveal aspects of change in national life.
• Significant historical events, people and places in their own locality.

Area of History

Expectations

To investigate and interpret the past

Describe historical events.

• Use words and phrases such as a long time ago.
• Observe or handle evidence to ask questions and find answers to questions about the past.
• Ask questions such as ‘what was it like for people?’ ‘What happened?’
• Identify some of the different ways the past has been represented.

To build an overview of world history

Use words and phrases such as a long time ago.

• Ask questions such as ‘what was it like for people?’ ‘What happened?’
• Identify some of the different ways the past has been represented.
• Describe significant people from the past.
• Recognise that there are reasons why people in the past acted as they did.

To understand chronology

Place events and artefacts in order on a timeline.

• Use words and phrases such as a long time ago.
• Ask questions such as ‘what was it like for people?’ ‘What happened?’
• Describe significant people from the past.
• Label timeline with words or phrases such as; past, present, older and newer.
• Use dates where appropriate.

To communicate historically

• Use words and phrases such as a long time ago.
• Show an understanding of the concept of nation and a nation’s history.
• Show an understanding of concepts such as civilisation, monarchy, parliament, democracy and war and peace.

Theme title

Programme of study

Stone Age, Bronze Age & Iron Age Celts

Changes in Britain from the Stone Age to the Iron Age

How people lived and survived in that period of history; how non-written evidence can be interpreted to gain greater understanding; advances and discoveries that brought about changes in the way pre-historic people lived

Ancient Egypt

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Reasons why Ancient Egyptians were a dominant and advanced society for the time; Egyptian culture and day-to-day lives – including the hierarchy system; religious beliefs; how non-written evidence can be interpreted to gain greater understanding; advances and discoveries brought by the Egyptians; the geographical importance of The River Nile to Ancient Egypt

The Romans

The Roman Empire and its impact on Britain

The spread of the Roman Empire and reasons why Romans were a dominant force; Roman culture; religious beliefs; conflict with Britain (Boudicca); advances and discoveries brought by the Romans and their impact on Britain and the wider world

Area of History

Expectations

To investigate and interpret the past

• Use evidence to ask questions and find answers to questions about the past.
• Use a source of evidence for historical enquiry in order to gain an understanding of history.
• Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.

To build an overview of world history

• Place events, artefacts and historical figures on a time line using dates.
• Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

To understand chronology

• Place events, artefacts and historical figures on a time line using dates.

To communicate historically

• Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.
• Describe the social, ethnic, cultural or religious diversity of past society.
• Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past

Theme title

Programme of study

Anglo Saxons & Vikings

• Britain’s settlement by Anglo-Saxons and Scots
• The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Medieval Britain

• A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Tudors

• A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Area of History

Expectations

To investigate and interpret the past

• Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.
• Suggest suitable sources of evidence for historical enquiries.
• Use sources of evidence to deduce information about the past.

To build an overview of world history

• Give a broad overview of life in Britain.

To understand chronology

• Understand the concept of change over time, representing this, along with evidence, on a time line.
• Use dates and terms to describe events.

To communicate historically

• Use appropriate historical vocabulary to communicate including dates, time period, era, change, chronology.

Topic

Programme of study

Ancient Greece

Ancient Greece – a study of Greek life and achievements and their influence on the western world

Post 1066 – Britain Since 1948

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

History of High Wycombe

A Local History Study

Area of History

Expectations

To investigate and interpret the past

• Select suitable sources of evidence, giving reasons for choices.
• Seek out and analyse a wide range of evidence in order to justify claims about the past.
• Understand that no single source of evidence gives the full answer to questions about the past.

To build an overview of world history

• Identify continuity and change in the history of the locality of the school.
• Give a broad overview of life in Britain and some major events from the rest of the world.
• Describe characteristics features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

To understand chronology

• Describe the main changes in a period of history (using terms such as social, religious, political, technological and cultural).
• Use dates and terms accurately in describing events.

To communicate historically

• Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past.

Theme title

Programme of study

Local study- The Victorians (Hughenden Manor).

A local History study.

Post 1066- Childhood in WW2 and today.

A non-European society that provides contrast with British history- Mayan civilization.

Area of History

Expectations

To investigate and interpret the past

• Use sources of information to form testable hypotheses about the past.
• Show an awareness of the concept pf propaganda and how historians must understand the social context of evidence studied.

To build an overview of world history

• Describe the social, ethnic, cultural or religious diversity of past society.

To understand chronology

• Build an overview of world history
• Identify periods of rapid change in history and contrast them with times of relatively little change.
• Understand the concepts of continuity and change over time, representing them, along with evidence on a timeline.

To communicate historically

• Use appropriate historical vocabulary to communicate, including dates, time period, era, chronology, continuity, change, century, decade, legacy.
• Use original ideas to present information and ideas.