LKS2 - 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 3 and 4, 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 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 should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
- changes in Britain from the Stone Age to the Iron Age
- the Roman Empire and its impact on Britain
- 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
- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- 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
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
|
Project Cycle 1 |
NC History Coverage |
Knowledge |
Skills |
Project Cycle 2 |
NC History Coverage |
Knowledge |
Skills |
|
Flow |
To 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
|
‘Why have people historically settled by rivers?’ To know settlements often grew as water was needed for drinking, industry, farming, transport and sometimes defence. Significant settlements to research might include Teesside on the Tees, Newcastle on the Tyne, London on the Thames, Shrewsbury on the Severn, Manchester on the Irwell and York on the Ouse. |
* To be able to give reasons for an historical event using sources and historical reasoning |
Scrumdiddlyumtious |
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
|
*To know who James Lind was and what the cause and effect of his life’s work on scurvy was * To know that aspects of history that can change over time include rule and government, jobs, health, art and culture, everyday life and technology. |
* Summarise how an aspect of British or world history has changed over time
|
|
Potions |
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. |
To know how different periods of time used potions for both medical and magical reasons To know what anaesthetics are and how these were developed To know the timeline of anaesthetics and how this fits in with wider history |
* To be able to present a thoughtful selection of relevant information |
Tribal tales Britons change from the Stone Age to the Iron Age? |
*changes in Britain from the Stone Age to the Iron Age |
* To understand when the Stone Age to the Iron Age was in context and the durations of each period * To know about the three time periods within the Stone Age * To understand the significance of the achievements of Stone Age man * To understand that changes in housing in each period of prehistoric history * To understand the changes in societal structures from the Stone Age to the Iron Age * To understand the methods of food collection in prehistoric Britain * To understand the importance and forms of entertainment for people form prehistory * To understand how religious beliefs changed from the Stone Age to the Iron Age * To identify and compare key features of settlements from prehistory with today * To understand how and why prehistoric people built megalithic structures |
Similarity and difference * To understand the concept of similarities and differences * To be able to use chronological thinking to sequence many of the main features of the Stone, Bronze and Iron Age * To be able to categorise changes into the different periods of the Stone Age * To be able to comment on the importance of the different similarities and differences * To be able to explain why some aspects of the three periods are significant * To be able to explain why there are different accounts of the Pre-historic era * To be able to devise their own historically valid questions * To be able to use a range of sources for answering historical enquiries
|
|
Blue Abyss |
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.
|
To explain to explain why the 1872 Royal Navy ship, HMS Challenger is considered to be so important and how its story has contributed to modern oceanography. |
* To be able to explain why an event is classed as significant |
Burps, Bottoms and Bile |
N/A |
N/A |
N/A |
|
Romans, Raiders and Traders Did the Romans or the Anglo-Saxons have the greater impact on Britain?
|
*the Roman Empire and its impact on Britain *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
|
* To know when in history the Romans, Anglo-Saxons and Vikings existed, in the correct order * To know the Roman Empire existed at the same time as the Iron Age before we moved to Roman Britain *To know why they invaded * To know what inventions they were famous for *To know which legacies are still around today * To know about the attack on Lindisfarne * To know the date and key facts about the battle of Hastings * To know about the resistance by Alfred the Great and Athelstan, first king of England * The details the daily lives of Anglo-Saxons living there, including how their art, religion and daily life shaped British culture. * To know who Edward the Confessor, Guthrum, and Aethelflaed are * To know about the reach of the Roman Empire. * To know who Emperor Augustus, the first Roman emperor was * To know that Boudica, queen of the Iceni tribe, fought against the Roman invaders.
|
Cause and consequence * To be able to describe events from the past using dates for when they happened *To be able to recognise the different time periods that existed at the same time or occurred before or after * To be able to suggest why certain events happened such as why Britain was invaded and conquered *To be able to use various sources to piece together information about a period in history * To be able to recognise the part that archaeologists have had in helping us understand more about what happened in the past * To be able to say how two versions of an event differ and begin to think about causes for this * To be able to use historical sources to answer and enquiry question *To be able to explain that an event can have a cause *Describe the impact of international events on a local area |
Road Trip USA
|
Learn about a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300 |
* The characteristics of the earliest civilisations include cities, government, language, writing, customs, numerical systems, calendars, architecture, art, religion, inventions and social structures, all of which have influenced the world over the last 5000 years. *To know about the Native American Iroquois tribe; including: food; farming; hunting; clothing; homes; warfare; customs; language and beliefs; recreation; and arts and crafts *To know about a range of iconic American people and where they fit on an historical timeline to each other *To be able to express whether they have had a positive or negative impact on US society. *To know the key messages of Chief Seattle’s speech and what this says about the relationship between the Native Americans and the non-indigenous peoples that fought with them |
* To be able to create an in-depth study of the characteristics and importance of a past or ancient civilisation or society (people, culture, art, politics, hierarchy) *To be able to construct a profile of a significant leader using a range of historical sources. |