Year group

Unit

Unit overview and progression through units

National Curriculum content

Key Knowledge

Tier 3 vocabulary spine

Subject specialisms spine (artist, primary/secondary sources etc)

Common Misconceptions

Nursery

All about me

The children will learn about the here and now. Who is in their family and what they like to do.

Begin to make sense of their own life-story and family’s history.

The children can talk about the people they live with and their wider family

Family, mummy, daddy,

Christmas

The children will share experiences from the past

Begin to make sense of their own life-story and family’s history.

The children can talk about significant events that have happened in the past

Christmas, family, celebrate, memory, remember,

Summer Holidays

The children will share experiences from the past

Begin to make sense of their own life-story and family’s history.

The children can talk about significant events that have happened in the past

Family, celebrate, memory, remember,

Reception

Dinosaurs

This unit is based on children’s interest. Children will develop their language and have an understanding of how things were different a long time ago.

Comment on images of familiar situations in the past.

Compare and contrast characters from stories,

including figures from the past,

Know that dinosaurs are a type of animal that are now extinct

Will hear about Mary Anning and that she was a significant figure 

Dinosaur, extinct, palaeontologist, carnivore, herbivore, omnivore, fossil,

That dinosaurs are still alive today

Winter and Cold Places

The children will hear about an explorer from the past – Ernest Shakleton 

Compare and contrast characters from stories,

including figures from the past.

To hear about significant people from the past

Explore, past, explorer, South Pole,

That the South Pole is no longer there.

That Ernest Shakleton is still alive today

Superhero’s

This unit explores real life superheros and what people do to help each other. The children will hear about real life superhero’s from the past

Compare and contrast characters from stories,

including figures from the past.

To hear about significant people from the past.

They will hear about Florence Nightingale 

Long ago, nurse, change, significant

That Florence Nightingale is still alive today

Year 1

Toys from the past

This unit looks at similarities and differences between toys today and toys in the past. Children will develop their under chronology through ordering a range of artefacts by age and explaining what these may have been used for. They develop their understanding of continuity and change, identifying changes in living memory between their parents’ and grandparents’ lives.

Concepts:

Chronologogy

Continuity and Change

*changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

in their own locality.

*Know that the toys their grandparents played with were different to their own.

*Organise a number of artefacts by age.

*Know what a number of older objects were used for.

*Know the main differences between their school days and that of their grandparents

modern, new, old, before, after, living memory, long, ago, similar, memory, artefact

The past is something that happened hundreds of years ago.

Things that are recognisable are not something you would see in the past because they recognise this as something they use today. 

Year 1

Significant person from the past (local)

Josiah Wedgewood

This unit looks at the life of Josiah Wedgewood and the significance of his work and life in our local area. Children will develop their skills of historical enquiry by interpretation. Children will look at the local area and industry and identify the changes within the pottery industry during Wedgwood’s time. Children will visit a statue of Wedgwood during a visit to ‘The World of Wedgewood’. This allows them to look at a range of sources and artefacts to enhance their learning.

Concepts:

Significance

Interpretation

*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.

*Name a famous person from the past and explain why they are famous. They will know him as a famous person living close to their homes/school.

*Know the name of a famous person/place close to where they live.

different, timeline, decade, remember, century,  long ago, important,

Chidlren may think that Wedgwood is still alive working at the factory.

They may think that Wedgwood was the only pottery worker in Stoke-on-Trent.

Year 1

Seaside in the past

This unit compares the similarities and differences of seaside holidays in the recent past with those taken a long time ago. They will compare how visits to these places are similar and different to visits made by grandparents and visits made over 100 years ago. Through this study, they will look at how the attitudes to leisure time from the Victorian period caused a change in people’s experiences and consequently led to a nationwide interest in the seaside.

Concepts:

Cause and consequence

Similarity and difference

*changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

in their own locality.

Give examples of things that were different when my grandparents were children.

recent, older, oldest, team boat, Punch and Judy show, amusement arcade, steam train, pier

Children may not understand some of the differences in experiences. They may think that toys and games are the same.

Year 2

Local Area in the Past

In this unit, children will look at how the local area has changed over the last 200 years. They will look at continuity and how some areas and industries have stayed the same. They will contrast with the changes seen in the area and how modernisation has changed experiences of local people in the area. They also look at the school and how school life has changed throughout history. They will look at similarities and differences of school life in living memory in contrast with those 200 years ago. Children use photographs and artefacts to build a picture of the past before researching what these things were used for.

Concepts:

Continuity and Change

Similarity and difference

*significant historical events, people and places in their own locality.

*Know how the local area is different to the way it used to be a long time ago.

*Differentiate between things that were here 100 years ago and things that were not (including buildings, tools, toys, etc)

*I know about how things were different when my grandparents were children.

*Know that children’s lives today are different to those of children a long time ago.

*Know how to use books and the internet to find out more information about the past.

*Know what certain objects from the past might have been used for.

*I know how to find things out about the past by talking to an older person.

chronological order, research, historians, opinion, evidence, artefact, experience

Children may not recognise some local areas and struggle to see differences.

Some children may think that because an external part of a building has not changed (pot banks) then they are still used today.

Children may confuse the past in living memory (parents’ experiences) with that of experiences 200 years ago.

Year 2

Significant Events in History – The Great Fire of London

In this unit, children look at the significance of events like the Great Fire of London and study how this event has influenced our experiences today.

Using artefacts, primary and secondary sources, children use interpretation skills to consider why the Great Fire happened; its results; and the different ways it is represented.

Concepts:

Significance

Interpretation

*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]

*I know how to use books and the internet to find out more information about the past.

*Know what certain objects from the past might have been used for.

*Know about an event or events that happened long ago, even before their grandparents were born.

*Know what we use today instead of a number of older given artefacts.

timber-framed, plaster, thatch, church, abbey, cathedral, rebuilt,  flames, smoke, rampaging, charred, burned, ruined, destroyed, saved, reason, result, effect,  eyewitness, diary, first-hand, woodcut

Children may not understand the location of the fire and think it is local.

Children may not comprehend the amount of time passed between the event and today.

Year 2

Significant Person from the Past (global)

Florence Nightingale

This unit looks at the life of Florence Nightingale, why she went to Turkey to help soldiers injured in the Crimean War, and what happened as a result of her work. Through this, children look at the chronology of events that led to a change in nursing led by Florence Nightingale. Children look at what caused Florence to instigate changes to nursing and what the consequences were to nursing then and now.   

Concepts:

Chronology

Cause and Consequence

*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]

*Know what certain objects from the past might have been used for.

*Know how some people have helped us to have better lives.

*Recount the life of someone famous from Britain who lived in the past. I know about what they did to make the world a better place.

*Know about the life of a famous person from the past because I know how to research.

*Know how to use books and the internet to find out more information about the past.

Victorian, a very long time ago, before, after,

war, Crimea, Scutari, Russia, soldier, nurse, doctor, ward, hygiene, disease, germs, wounds, kind, caring, patient, hard-working, brave

Children may think that Florence Nightingale was the only nurse instrumental to change in Scutari.

Children may not understand the differences in attitude towards nursing with their own experiences of nursing today.

Year 3

Stone Age

This unit looks at changes in Britian starting at the Stone Age. Children develop their understanding of interpretation and use primary sources to build a picture of pre-history. They look at what caused Stone Age people to create cave paintings and the consequences of changes in environment had on hunting and daily life. 

Concepts:

Interpretation

Cause and Consequence

*changes in Britain from the Stone Age to the Iron Age

*Know about how Stone Age people hunted for their food and what they ate.

*Know what people learned from Stone Age paintings.

*Can describe what a typical day would have been like for a Stone Age man, woman or child.

*Know what is meant by ‘hunter gatherers’

BC, AD, pre-history, Stone Age, Settler, Nomad, Nomadic, hunter, gathered, Neolithic, Stonehenge, archeologic. oral history

Children may confuse the Stone Age with Mesozoic era.

Year 3

Iron Age

This unit builds on previous learning of the Stone Age. Children continue to develop their understanding of chronology as they study the changes from Stone Age to Iron Age. They look at any similarities in experiences of daily life and contrast these with differences between the Stone Age and Iron Age. Children look at the period between to add further understanding of chronology in sequence.

Concepts:

Chronology

Similarity and Difference

*changes in Britain from the Stone Age to the Iron Age

*Know how Britain changed between the beginning of the stone age and the iron age

*Know the main differences between the stone, bronze and iron ages.

BC, AD, archaeology, significance, Skara Brae, sources

Children may confuse Bronze and Iron Age.

Year 3

Ancient Greece

In this unit children find out about the way people lived in the ancient Greek empire and their influence on the world. They look at the significance of Greek gods and goddesses on the culture of Ancient Greece and how they created the basis for modern Olympic games. They look at continuity and change through the wars between the Athenians and the Spartans and how this shaped experiences in the past.

Concepts:

Significance

Continuity and Change

*Ancient Greece – a study of Greek life and achievements and their influence on the western world

*I know about and can talk about the struggle between the Athenians and the Spartans.

*I know about some of the things that the Greeks gave to the world.

*I know that the Greeks were responsible for the birth of the Olympics.

*I know that the Greek Gods were an important part of Greek culture.

*I know how to locate Greece on a map.

city state, empire, democracy, government, slaves, citizen,  temple, theatre, Parthenon, stadium, gymnasium, enemies, hoplite, armour, weapons, tactics, Persian, Marathon

Children may mix Ancients up with other civilisations such as the Romans.

Year 4

Romans

In this unit, children are introduced to the idea that people from other societies have been coming to settle in Britain for a long time. They consider significance and the effects of the invasion and settlement of the Romans on Britain. There is emphasis on historical enquiry using artefacts and Roman sites and interpretations of history. Children develop their understanding of cause and consequence looking at invasion, resistance and changes to society.

Concepts:

Significance

Cause and Consequence

* the Roman Empire and its impact on Britain

*I know at least three key things that the Romans did for this country.

*I know why the Romans needed to build forts in this country.

*I know that Rome was a very important place and many decisions were made there.

*I know about the lives of at least two different Romans.

*Summarise how Britain might have learnt from other countries and civilisations.

Roman, Anglo-Saxon, period, Celt, hill fort, tribe, transport, trade, hypocaust, forum, basilica, mosaic, chariot, army, troops, legion, invade, settle, emigration, immigration, refugee, conquest

Children may confuse the Romans because of their presence in other places in the Empire.

Children may mix up experiences with Romans living in Italy with Romans in Britain. 

Year 4

Ancient Egypt

Children will find out about the way of life of people living in ancient Egypt from using interpretation looking at archaeological discoveries. They look at the characteristic features of this ancient society and see how things were continuous through the period and what changed. They will identify the different ways the past is represented; and use sources of information to make simple observations, inferences and deductions.

Concepts:

Interpretation

Continuity and Change

* 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

*Know how historic items and artefacts have been used to help build up a picture of life in the past.

*Know about the impact that this period had on the world.

*Research what it was like for children in a given period of history and present findings to an audience.

ancient, modern, BC, AD, food and farming, science, technology, architecture, beliefs, Nile, Pharaoh, Sphinx, hieroglyphics, gods, goddesses, tomb, pyramid, Canopic jar

Children may not appreciate the amount of time within this period of time. This may impact their understanding of continuity.

Year 4

Ancient Civilisation (Shang Dynasty)

In this unit, children will learn about the Shang Dynasty and the impact this period had on the world. Using artefacts, children develop their understanding of chronology to build up their understanding of ancient history and present their findings to an audience. Children also use primary and secondary sources to comment on similarities and differences of the Shang Dynasty with other Ancient civilisations studied. 

Concepts:

Chronology

Similarity and difference

* 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

*Know how historic items and artefacts have been used to help build up a picture of life in the past.

*Know about the impact that this period had on the world.

*Research what it was like for children in a given period of history and present findings to an audience.

anachronism, BC, BCE, AD, empire, dynasty, achievements, infer, historian, culture, kingdom, continuity, reputation, culture, civilisation

Year 5

Local History Study

Children will look at the history of their local area in detail. They will look at how things like industries have remained continuous and contrast this with the changes also seen in the area. They will look at the lives of rich and poor children and consider the similarity and differences experienced in this time through work and school. 

Concepts:

Continuity and change

Similarity and difference

* a local history study

* 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

.

*Research to find answers to specific historical questions about our locality.

*Know how our locality today has been shaped by what has happened in the past.

*Know how to draw a timeline with different historical periods showing key historical events or lives of significant people.

*Know how the lives of wealthy people were different from the lives of poorer people during this time.

Victorians, workhouse, primary evidence, secondary evidence, source, impact, consequence, infer, historian, Industrial Revolution, effects. Significance, child labour

Children may confuse experiences of children in central cities as shown in books (London and Manchester) to that of a local area.  

Year 5

Mayans

In this unit and supported by learning in Year 4 (Shang Dynasty), children will look at the significance of ancient civilisations that have shaped our lives today. Using primary and secondary sources, children use interpretation to build up a picture of the past. They will look at how a non-European society contrasts with British history. They will look at the cause for moving from smaller villages to bigger cities and the consequences these changes had.

Concepts:

Interpretation

Cause and Consequence

*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

*Describe events from the past using dates when things happened.

*Know how an event/events from the past have shaped our lives today.

*Know how to draw a timeline with different historical periods showing key historical events or lives of significant people.

Ancient, Maya, astronomy, variety, infer, legacy, city-state, codex, excavate, significance, archaeology, reliable, cause.

Children group ancient civilisations and not see the difference between ancient civilisations in time and location. They may think that other ancient civilisations studied were happening at the same time.

Year 5

Anglo-Saxons

Supported by previous learning on the Romans, children are reintroduced to the idea that people from other societies have been coming to settle in Britain for a long time. They will develop their sense of chronology learning about the work of archaeologists and about the culture and way of life of Anglo-Saxons who settled in Britain. They will also consider the significance of the Anglo-Saxons and their links with Christianity.

Concepts:

Chronology

Significance

*Know how Britain changed between the end of the Roman occupation and 1066.

*Know where the Anglo-Saxons came from.

*Know at least two famous Anglo-Saxons.

*Use a time line to show when the Anglo-Saxons were in England.

*Know the link between Anglo-Saxons and Christianity.

*Know that many Anglo-Saxons were farmers.

*Know at least two famous Anglo-Saxons

*Know that the Anglo-Saxons gave us many of the words that we use today.

*Know how crime and punishment has changed over a period of time.

invade, settle, emigration, immigration, refugee, conquest, Romans, Anglo-Saxons, Vikings, period,  archaeology, dig, excavate, survey, trowel, levels, strata, finds, Christian, sceptre, scabbard, buckle, lyre, grave burial

Children may confuse the Anglo-Saxons with the Vikings.

Year 6

Vikings

In this unit, children reminded that people from other societies have been coming to Britain for a long time. (Supported by units in Year 4 and 5) Children find out how Vikings caused their influence spread through different parts of the world and the consequences of how, over a period of years, the Vikings eventually settled in Britain.

Children will develop their understanding of chronology, describe and identify reasons for and results of historical events, situations and changes and consider how the consequences shaped the experiences of those living in that period.

Concepts:

Continuity and Change

Cause and Consequence

* the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward

the Confessor

*Know that Britain was invaded on more than one occasion.

*Know that the Anglo-Saxons and Vikings were often in conflict.

*Know how to use a timeline to show when the Viking raids started.

*Know why the Vikings often overpowered the Anglo-Saxons.

*Show on a map where the Vikings came from and where they invaded our country.

*Know that many Vikings came to our country as peaceful farmers.

Anglo-Saxon, Viking, period,

longboat, prow, rigging, Norseman, warrior, monastery, Danelaw, saga, Odin, Valhalla, King Alfred, Jorvik, invade, settle, emigration, immigration, refugee, conquest

Children may confuse the Vikings with the Anglo-Saxons. They may not see that the Vikings were not natives of Britain.

Year 6

British Empire

In this unit, children look at the term British Empire. They look at how the Empire has been presented in history and use interpretation skills to investigate the past is represented through paintings and primary sources. They research two periods of history (Tudors and Victorians) to note the similarities and differences of Empire at the beginning of the establishment of the British Empire to the end.

Concepts:

Interpretation

Similarity and difference

* a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Research in order to find similarities and differences between 2 or more periods of history.

Know how Britain has had a major influence on the world.

exploration, discovery, voyage, circumnavigation, colonisation, trade, colony, indigenous peoples, Amerindian, empire

Children may not understand that the British empire spanned over a significant amount of history and covers a range of periods.

Year 6

World War 2

In this unit children find out about the effects of the Second World War and its significance nationally and internationally.

Using a range of sources, children develop their understanding of chronology as they research key events of the war and the impact this had on the people alive at the time.

Concepts:

Chronology

Significance

* a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

*Know about main events from a period of history, explaining the order of events and what happened.

*Know how to place historical events and people from the past societies and periods in a chronological framework.

Blitz, air raid, bomb damage, submarines, allies, evacuation, host family, evacuee, billeting officer, the home front, gas masks, ration books, blackout, warnings

Children may not see that the war was significant both nationally and internationally. They may not understand the difference between propaganda and fact.