KS1 - Long Term Subject Map
The national curriculum for History aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
During years 1 and 2, pupils will be taught to use the following historical methods, processes, skills and knowledge through the teaching of every programme of study content:
- Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
- In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
- changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
- events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
- 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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
significant historical events, people and places in their own locality.
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Project Cycle 1 |
NC History Coverage |
Knowledge |
Skills |
Project Cycle 2 |
NC History Coverage |
Knowledge |
Skills |
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Dinosaur Planet Who was Mary Anning and why is she remembered today? |
Events beyond living memory that are significant nationally or globally. Significant individual – Mary Anning
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* To know who Mary Anning was and key events in her life *To know about the fossilised skeleton’s Mary Anning found *To know these discoveries are now on display in the Natural History Museum *To know why her discovery was so significant *To know different explanations of what happened to dinosaurs *To be able to name at least one of the time periods dinosaurs lived in |
Significance *Understand the term significant and explain why a significant individual is important. *Identify some key features of a significant historical event beyond living memory. * To be able to depict on a timeline the sequence of 3 or more pieces of information * To be able to identify a few changes that occurred during the era taught * To be able to consider one reason why Mary Seacole and her discovery may be significant. * To be able to ask and answer a few valid historical questions. * To be able to use different sources to extract information such as through visual and oral sources as well as artefacts. |
Memory Box What has been the most important change in living memory?
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Changes within living memory Significant historical, events, people and places in their own locality.
Events beyond living memory that are significant nationally or globally.
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*To know the history of NFJI and how the school has changed over the years such as the building, lessons, uniform etc * To know what remembrance day is *To know some ways life is the same or different than in the past (Aspects of everyday life include houses, jobs, objects, transport and entertainment) *To name different forms of transport and compare how they have changed over the years * To be able to name different toys that grown-ups used to play with
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Similarities and difference Continuity and change *To be able to describe an aspect of everyday life within or beyond living memory. *To be able to pose questions about artefacts *To be able to order information on a timeline. * To be able to compare their own interests with that of others * To be able to explain how something was different in the past * To be able to answer questions by using a specific source * To be able to research about a famous event that happens in Britain and why it has been happening for some time
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Beat Band Boogie |
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Superheroes |
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 [for example, Florence Nightingale and Edith Cavell]
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*To know who Florence Nightingale was * To name similarities and differences between nurses and hospitals now and from when Florence Nightingale lived * To know why Florence is names ‘The Lady of the Lamp’ * To name a few significant individuals (Florence Nightingale, Mary Seacole, Rosa Parks) and name one reason why they are seen as ‘Superheroes’
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* To give one reason why a person is significant * To be able to identify similarities and differences *To begin to understand cause and effect by looking at a significant individual’s actions and what happened as a result
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Street Detectives How has life changed from when Mum and Grandma were young?
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Significant historical events, people and places in their own locality. Changes within living memory (national life) |
*Commemorative buildings, monuments, newspapers and photographs tell us about significant people, events and places in our local community's history. *To know about key changes in the locality *To know some reasons why the local area has changed *Life has changed over time due to changes in technology, inventions, society, use of materials, land use and new ideas about how things should be done. *To know ways in which old and modern homes/shops are similar and different *To be able to tell us why certain changes have impacted smaller business in our local area (supermarkets, online shopping) |
Similarities and difference Continuity and change Cause and consequence *Describe, in simple terms, the importance of local events, people and places. * To be able to answer questions using a range of artefacts/ * To be able to place events in chronological order * To be able to recognise that some objects belong to the past |
Paws Claws and whiskers |
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Enchanted Woodlands |
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Wriggle and Crawl |
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Beach combers |
N/A |
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Land Ahoy Christopher Columbus was the greatest explorer ever. Do you agree? |
Learn about 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. |
*To know the names of significant sea explorers (Marco Polo, Christopher Columbus, Sir Francis Drake, Sir Walter Raleigh, Henry Hudson, Captain Cook and modern day sea explorers, such as Ellen MacArthur) and be able to place them on a timeline *To know where at least one significant explorer sailed, explored and discovered *To know what a pirate is and key information such as pirate code, clothing and punishment *To know about the life of Grace Darling *To know the historical impact Grace Darling had |
Significance *Sequence significant information in chronological order. *Use historical models to make judgements about significance and describe the impact of a significant historical individual. * To be able to present historical information in a simple non-chronological report, independent writing, chart, structural model, fact file, quiz, story or biography. * To be able to sequence a set of events in chronological order and give reasons for the order *To use the stories of famous historical figures to compare aspects of life in different times |