History

Subject Key Objective Progression & Development by Year Groups

The following is a guide to help you understand your child’s progression through school.

All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

Intent, Implementation and Impact

The curriculum is designed with our pupils and the Swinemoor community in mind.

It enables children to access and enhance their understanding of their home, their town and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond.

This will help them become successful members of modern British society, preparing them for the challenges and opportunities.

  • Intent

History – Knowledge & Understanding 

  • Curriculum lead: Mr Hardy

  • Curriculum Statements

EYFS: “Children talk about past and present events in their own lives and in the lives of family members”

KS1: “(Children should know about) significant historical events, people and places.”

KS2: “Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history…They should note connections, contrasts and trends over time.”

  • Related Vocabulary

EYFS:
Past (T1)
Changed (T1)
Different (T1)

KS1:
Decade (T2)
Century (T3)
Impact (T3)

KS2:
Chronology (T3)
Society (T2)
Civilisations (T2)

  • Cultural Capital

Children may demonstrate an understanding of different culturally significant events.

They will relate history events to the impact not only their immediate lives, but in a wider setting such as community, British values and cultural relevance.

They will compare key historical events, drawing on their understanding to develop context of socio-economic change over the years in both Britain and the World.

  • School aims

  • Achieve beyond expectations
  • Be proud of our community, our school, our achievements and our peers
  • Compete, with the belief that we have every chance of success
  • Develop a culture where we take appropriate risk
  • Enable people to work together, in order to achieve more than we could on our own

  • British Values

  • Democracy

  • Rule of law

  • Individual liberty

  • Mutual respect

  • Tolerance of different faiths & beliefs

  • Implementation

What will be made, produced, performed, or published?

Children will produce a piece of portfolio work, demonstrating their knowledge and understanding. They will participate in a sequence of lessons with a historical focus, producing a range of evidence including written work, role play and reflective dialogue.

  • Sequencing

  • EYFS: Children begin to identify things from their past, and think about how things have changed as they have grown.

  • Year 1: They know and recount stories about the past.

  • Year 2: They show knowledge and understanding of some of the main events and people they have studied.

  • Year 3: They show knowledge and understanding of some of the main events, people and changes studied.
  • Year 4: They are beginning to give a few reasons for, and results of, the main events and changes
.

  • Year 5: They describe some of the main events, people and changes and are beginning to give a few reasons for, and results of, the main events and changes.

  • Year 6: They show increasing depth of factual knowledge and understanding of aspects of the history of Britain and the wider world.

  • Mastery: They use their factual knowledge and understanding of the history of Britain and the wider world to describe past societies and periods.

  • Impact

What knowledge will the children have embedded?

Children will be able to recall specific historical events, appropriate to age. They will demonstrate an understanding of the key moments within the event, the historical people involved and the impact it has had on current British society and the World.

What retention may be demonstrated?

Here are some example questions that may be used to assess children’s understanding.

EYFS: What has changed since you were a baby? Can you remember a time you could not do something (e.g. button up coat)?

KS1: Can you name a famous historical person? Why are they remembered?

KS2: Can you describe a society where life would have been different for a child your age? What has changed and why?

History – Knowledge and Understanding


History – Knowledge and Understanding – Foundation stage:

They begin to identify things from their past like old toys and think about how things have changed as they have grown from being a baby to going to school.


History – Knowledge and Understanding – Year 1:

They know and recount stories about the past.


History – Knowledge and Understanding – Year 2:

They show knowledge and understanding of some of the main events and people they have studied.


History – Knowledge and Understanding – Year 3:

They show knowledge and understanding of some of the main events, people and changes studied.


History – Knowledge and Understanding – Year 4:

They are beginning to give a few reasons for, and results of, the main events and changes.


History – Knowledge and Understanding – Year 5:

They describe some of the main events, people and  changes and are beginning to give a few reasons for, and results of, the main events and changes.


History – Knowledge and Understanding – Year 6:

They show increasing depth of factual knowledge and understanding of aspects of the history of Britain and the wider world.


History – Knowledge and Understanding – Mastery:

They use their factual knowledge and understanding of the history of Britain and the wider world to describe past societies and periods.

This collection of short films and resources will help you understand your child’s progression through school.

The curriculum film resource has been broken down by subject area initially and then by topic area.

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