UKS2 - 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 5 and 6, 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.
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Project Cycle 1 |
NC History Coverage |
Knowledge |
Skills |
Project Cycle 2 |
NC History Coverage |
Knowledge |
Skills |
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Revolution What impact has the countries leadership had on our history? |
*a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
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*to know about the history of the monarchy and the changes and continuity *to know who Queen Victoria was *to compare Queen Victoria’s reign with that of previous members of the monarchy and how this has impacted the society * To know famous inventions that came from the Victorians and how they changed people’s lives during the Victorian period * To know what the industrial revolution was and how Victorian Britain was changed by it * To know how the railways were developed during the Victorian period and how they changed travel and trade *To know what sort of jobs were taken by Victorian children * To be able to explain why Lord Shaftesbury was an important figure * To know how Lord Shaftesbury’s campaigns improved children’s lives during the Victorian period * To know what Crime and Punishment was like during the Victorian period * To know when the death of Prince Albert and Queen Victoria was * To know who Queen Victoria’s successors were |
Continuity and change *To be able to provide overviews of the most significant features of the monarchy and how it changed as well as life in the Victorian era * To be able to Select from a range of material and sequence using appropriate labels and dates (such as 'Classical') the monarchs over time and key events in the Victorian era * To be able to explain the role and significance of different causes and effects of a range of events and developments. * To be able to reasons why particular aspects of the monarchy and Victorians were significant * To be able to explain how and why it is possible to have different interpretations of the same event or person. * To be able to comment with confidence on the value of a range of different types of source for enquiries. * To begin to appreciate that how we make decisions has been through a Parliament for some time * To be able to explain how historical artefacts have helped us understand more about British lives in the present and past |
Bloodheart |
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Gallery Rebels |
N/A |
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Frozen Kingdom |
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 |
*To know about the sinking of the Titanic and what conditions were like on-board *To know how conditions differed for the rich and the poor * To know that sources of historical information should be read critically to prove or disprove a historically valid idea by setting the report into the historical context in which it was written, understanding the background and ideologies of the writer or creator and knowing if the source was written at the time of the event (primary evidence) or after the event (secondary evidence) *To know about the history and development of polar explorations and how this has changed over time |
*Think critically, weigh evidence, sift arguments and present a perspective on an aspect of historical importance. * Articulate and present a clear, chronological world history narrative within and across historical periods studied
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Stargazing |
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.
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*To know about Galileo Galilei’s life and his life’s work, focussing particularly on his discovery of sunspots on the Sun *To know why this discovery was so significant and controversial at the time *To know how Sir Isaac Newton described the concept of gravity *To know about the 1960s Space race *To decide what John F Kennedy’s speech in 1962 tells us about America’s attitude to the 1960’s Space race |
*To be able to explain why an aspect of world history is significant. |
Alchemy Island |
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Hola Mexico Which civilasations achievements were more impressive, the Greeks or the Mayans? |
*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. |
* To be able to place the Mayans and Ancient Greeks within the context of History * To identify the major Greek achievements and their impact on the western world (They developed the world’s first democracy. They were the first people to take the scientific approach to medicine by actually studying the diseases. (Hippocrates) Playwrights wrote and produced the first dramas in outdoor theaters. (Euripides & Sophocles) They invented the rules of Geometry as well as other mathematics.) * * To identify the major achievements of the Mayans and their impact on the western world (Astronomy, ball courts, chocolate, law and order, maya art, the maya calendar, their writing system and making elastic) * To identify the similarities and differences between aspects of Greek and Roman life * To know society in both civilizations was divided into the upper and the lower class. * To know that both cultures believe in several gods, they both have a main god, they have rituals that they use for the death of people, and they both sacrifice things to please gods. * To know the differences and similarities in the Mayan and Greek housing and their food
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Cause and consequence * To be able to say where a period of history fits on a timeline using chronological thinking and knowledge of other eras * To be able to appreciate that some ancient civilisations showed greater advancements than people who lived centuries after them * To be able to summarise the main events from a specific period in history, explaining the order in which key events happened * To be able to recognise and describe differences and similarities/ changes and continuity between different periods of history * To be able to describe features of historical events and people from past societies and periods they have studied * To be able to look at more than one version and say how the author may be attempting to persuade or give a specific viewpoint * To be able to communicate knowledge and understanding orally and in writing and offer points of view based upon what I have found out |
Pharaohs The pyramids are the most significant achievement of the Ancient Egyptians. To what extent do you agree?
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*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 |
* To know where the Ancient Egyptians fit in history and that they occurred at the same time as the Stone Age, Bronze Age, part of the Iron age and some of the Ancient Greeks and Ancient Maya * To know how did early Egypt began * To know about the reign of Tutankhamun (1332–1323 BC), the unity of Upper and Lower Egypt (3000 BC) and the building of the Great Pyramid of Giza (2584 BC). * To know how did Ancient Egypt change during the Old Kingdom period * To know what changes took place from the Old Kingdom up to the end of the Egyptian empire * To know what Hieroglyphics are and how the Rosetta Stone helped decipher them * To know what a papyrus was and what it was used for * To know that papyrus did not decay which is why we have some Egyptian texts * To know why Egyptians built temples- for worship, to offer gifts to the gods and ask for favours * To name key pharaohs and kings and what their role was * To know why the pyramids were built * To know what was preserved in the pyramids and temples * To be able to explain the process of mummification and way it was used * To be able to name Egyptian Gods * To know about the death of Cleopatra |
Significance * 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 sequence and make connections between periods of world history * To be able to explore the validity of a range of historical reports and use books, technology and other sources to check accuracy. * To be able to explore and explain how the religious, political, scientific or personal beliefs of a significant individual caused them to behave in a particular way. * To be able to describe features of historical events and people from past societies and periods they have studied |