Year |
Autumn |
Spring |
Summer |
1 |
I’m making History!
NC ref: changes within living memory
Focus: Chronology (sequence), knowledge of very recent past, use of common words. Asking and answering simple questions.
: My timeline, family history, investigating Christmas now and in the past.visit Beamish |
History detectives – spot the differences!
NC Ref: changes within living memory, places in locality
Focus: Use of primary sources, comparing to find similarity and difference, chronology, beginning to explain change and continuity.
: local history enquiry, homes now and then. |
Who has helped make History?
NC ref: Significant individuals in the past, local significant individuals
Focus: use of historical interpretations, chronology over a longer period, thinking about historical significance.
: Beatrix Potter |
2 |
Why are some places special?
NC ref: Significant places in own locality
Focus: Thinking about historical significance, using primary sources.
: Special places in the area visit and enquiry– Durham cathedral. |
Fantastic Firsts
NC ref: events beyond living memory that are significant globally or nationally
Focus: Chronology over longer timeframe, comparing events, writing about significance.
:First aircragft, flight, moonlanding, first phoe call, first film.
inventions, special events – moon landing, electricity, first train |
All change? Holidays now and then
NC ref: Changes within living memory and beyond. Significant places in our own locality.
Focus: Identifying and writing about change and its causes. Forming an interpretation, use of primary sources
: Compare holidays now and 1950s and Victorian. Use of historic environment e.g. Seaham |
3 |
Who were Britain’s first builders?
NC ref: Changes in Britain Stone Age to Iron Age
Focus: building and technology in earliest settlements, key features of an era, chronology (sequence and duration) change over time, using artefacts as primary sources, awareness of representations.
|
Why did the Ancient Egyptians build pyramids?
NC ref: Achievements of earliest civilisations – Ancient Egypt
Focus: key features of early civilisation, chronology ( sequence, duration and contemporaneous development) causation, use of primary sources (supported inferences) |
How have the Greeks shaped my world?
NC Ref: Ancient Greece; achievements and influence
Focus: Chronology (sequence and duration), key features and individuals of ancient civilisation, consequences, significance (legacy) use of primary sources, use of written interpretations. |
4 |
Why did the Romans march through County Durham?
NC ref: A Local history study
Focus: Key features of Roman army and British campaign, chronology, causation and consequence, using information texts and representations of the past (reconstructions, artist’s views, built models)
|
What was daily life like for Romans?
NC ref: The Roman Empire and its impact on Britain
Focus: Key features of a global empire, chronology (duration) similarity and difference of experiences within the period (rich/poor, men/women/child, slave/ free) use of primary sources – supported inference and lines of enquiry |
What happened when the Romans left Britain?
NC ref: Britain’s settlement by the Anglo Saxons and Scots
Focus: Key features of Anglo Saxon Britain (s/c/r/e), chronology (sequence and duration), consequences and significance. Use of information texts and historian’s interpretations. |
5 |
Were the Vikings really vicious?
NC Ref: The Viking and Anglo saxon struggle for England to 1066
Focus: Chronology and key features, making a supported judgement, use of primary sources to test an interpretation. |
Who was making history in faraway places in the year 1000?
NC ref: non-European society that provides contrast to British history
Focus: Chronology – developing terminology of periods, contemporaneous developments, key features of a contrasting society and its development, similarity and difference to Britain in c.1000, use of primary sources, identification of key points in historical interpretations.
Suggestion: Mayans. |
School designed unit – e.g. historic environment enquiry
NC ref: local history study
Focus: Use of the historic local environment to further enquiry skills, develop chronological range and use of primary sources such as maps, census, buildings and photographs |
6 |
What’s in a name?
NC Ref: Local History unit – WW1 war memorials
Focus: Chronological security, key features of an ear, use of primary sources, similarity and difference of experience at a point in the past
How Seaham was affected by the Great War. |
|
Can we choose the UK’s most important monarch?
What have these famous Britons got in common?
When did some of our most famous monarchs rule?
Were medieval monarchs all mighty?
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