History Curriculum Map
Autumn Term
Spring Term
Summer Term
Reception:
Children in the Foundation Stage are taught History through
History elements of the Foundation Stage curriculum
“Understanding of the World: People and Communities.”
Reception:
Children in the Foundation Stage are taught History through
History elements of the Foundation Stage curriculum
“Understanding of the World: People and Communities.”
Reception:
Children in the Foundation Stage are taught History through
History elements of the Foundation Stage curriculum
“Understanding of the World: People and Communities.”
ELG - Children talk about past and present events in their own
lives and lives of family members don’t always enjoy the
same things, and are sensitive to this. They know about
similarities and differences between themselves and others,
and among families, communities and traditions.
ELG - Children talk about past and present events in their own
lives and lives of family members don’t always enjoy the
same things, and are sensitive to this. They know about
similarities and differences between themselves and others,
and among families, communities and traditions.
ELG - Children talk about past and present events in their own
lives and lives of family members don’t always enjoy the
same things, and are sensitive to this. They know about
similarities and differences between themselves and others,
and among families, communities and traditions.
Topics include:
 All about me (Family and significant events.)
 Bonfire Night (Story of Guy Fawkes.)
Topics include:
 Chinese New Year (Traditions and celebrations.)
 Cornwall (The Legend of St Piran.)
Topics include:
 Traditional fairy tales
 Where shall we go? (Christopher Columbus, old and
new maps of the World.)
History Curriculum Map
Autumn Term
Spring Term
Summer Term
Year 1:
In the ‘Who Am I?’ topic children will be taught to:
 select information while listening to accounts from
history which show differences in the way we lived
in the past
 identify that we can find out about the school in the
past by speaking to people who were there
 learn to frame relevant questions to elicit information
from people
 say and understand the time words and phrases
identified from the recordings
 listen to adults recalling their memories of the school
(or a nearby school) when they were 6
 ask sensible questions of their visitors
 learn more about their school in the past
 find the evidence around the school that identifies its
age
Year 1:
In the ‘To the Rescue’ topic children will be taught to:
 share their ideas about any obvious differences
between now and the past
 contribute ideas to what will be needed for lifeboat
station role-play
 recount the main elements of the story using their
own prompt sheet
 talk about why she is famous
 select key events as they dramatise the story
 sequence some photos giving reasons
 talk about how they can tell photos were taken a long
time ago
 talk about some things that were different in the past
Year 1:
In the ‘Where Shall We Go’ topic children will be taught to:
 identify and discuss similarities and differences
between summer holidays taken by their parents and
themselves
 listen with attention and respond with relevant
questions to find out more about the past
 talk about objects taken to, or used, at the seaside in
the past
 identify similarities and differences between the
objects in the past and now
 talk about their own holidays
 describe seaside and holiday camp entertainment in
the past
 set up a coconut shy stall and play, following the
rules
 make Punch and Judy puppets and put on a show
 write postcards describing seaside holiday activities
in the past
In the ‘Let’s Celebrate’ topic children will be taught to:
 compare and contrast birthday celebrations now and
in the past
 consider what type of events are celebrated
 compare and contrast celebrations
 understand some of the traditions associated with
Christmas
 draw a picture of a decorated Christmas tree in the
future
 understand more about a relevant December
celebration
 explore a story associated with the celebration
(possibly through drama)
In the ‘The Potting Shed’ topic children will be taught to:
 begin to find out about the life and work of George
Forrest
 explain what happened to George Forrest and his
friends describe the characteristics of George Forrest
 use words and phrases related to the passing of time
 describe situations George Forrest encountered and
describe the plants that he discovered
 use time words and phrases to describe how modern
day plant hunting differs or is the same as plant hunting
in the past
History Curriculum Map
Autumn Term
Year 2:
In the ‘Pirates’ cross curricular topic (Art, design and music)
children will be taught to:
 Collect and display photographs of Pirates and
related items.
 Produce a self portrait as a Pirate and label.
 Design and make a class / group Pirate ship. Label
the parts.
 Learn and perform Pirate dances and sea shanties.
 Create a tea stained treasure map.
 Design and print a flag.
 Make and decorate a 3d treasure chest, pottery bowl,
pirate hat.
In the ‘World War’ topic children will be taught to:
 Research WW1 and 2 at Truro museum, through
books, internet and family history.
 Learn about evacuees and re-enact evacuation by
train on the school train.
 Research and design a gas mask.
 Learn a tea dance and WW songs.
 Explore Life in the trenches using the five senses
cross-curricular.)
 Explore life during the war through campaign
posters.
 Have a visit from a former evacuee.
Spring Term
Summer Term
Year 2:
In the ‘King Arthur &’ topic children will be taught to:
 Discuss what they already know about king Arthur.
How do they know? How reliable is it?
 Role play sties of King Arthur.
 Compare life in a Medieval Castle to their own home
lives.
 Label pictures of a Medieval Castle.
 Design and make own family shield after researching
of family shields.
 Visit to the Cornwall studies centre in Redruth. Look
at tapestries and complete sketches.
 Learn a Medieval dance,e.g. To the tune of
Greensleeves.