Curriculum Overview
for
History
Revised: Summer 2015
To be reviewed: Summer 2016
Year 1
Lesson Allocation:
One 60 minute lesson per week.
Schemes of work used/ textbooks/resources:
BBC DVDs and teaching resource books; stories and pictures; the internet; various teacher
resource books; topic/information books; topic-related artifacts
Teaching methods:
Teaching methods should be interactive and include: exposition, discussion, activity and
enquiry, reinforced, whenever appropriate, with practical and/or investigative work. There
should be a balance between individual, group and whole class teaching. Teachers must
choose carefully the style of teaching which is the most effective for the lesson planned.
The approach should be positive and it is expected that the ideas and skills introduced
should be mastered. Feedback should be given to show not just how well or badly
something has been done but to show how things could be improved or developed.
Written work:
Completed in the children’s exercise books or on worksheets, illustrated where appropriate.
Homework:
No homework is set in this subject.
Assessment:
Continual teacher assessment through participation in the lesson, marking of class work and
homework. Assessment sheets and informal class tests.
Topics/Skills:
Term 1:
 Archimedes- Ancient Greece
 Tutankhamen- Ancient Egyptians
 Famous People including Grace Darling- learning about famous people who had
influence
 Gunpowder Plot – democracy/plot to kill king
 Remembrance Day
 Commemorating Remembrance Day- recognising the sacrifice soldiers made
 Famous People including Grace Darling – learning about famous people who had an
influence
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Term 2:
Famous people:
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Looking at the life of Queen Victoria- learning about famous people who had
influence
Look at the life of Emily Davison and her impact on the lives of women (democracy)
Term 3:
Studying explorers
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Looking at the life of Christopher Columbus
Looking at the life of Neil Armstrong and his contribution to Space Exploration
Year 2
Lesson Allocation:
One 60 minute lesson per week.
Schemes of work used/ textbooks/resources:
BBC DVDs and teaching resource books; stories and pictures; the internet; various
teachers’ resource books, for example Scholastic; topic/information books; topic-related
artifacts
Teaching methods:
Teaching methods should be interactive and include: exposition, discussion, activity and
enquiry, reinforced, whenever appropriate, with practical and/or investigative work. There
should be a balance between individual, group and whole class teaching. Teachers must
choose carefully the style of teaching which is the most effective for the lesson planned.
The approach should be positive and it is expected that the ideas and skills introduced
should be mastered. Feedback should be given to show not just how well or badly
something has been done but to show how things could be improved or developed.
Written work:
Work in the children’s exercise books or on worksheets, illustrated where appropriate.
Homework:
Weekly/fortnightly homework. Research, worksheets, art work related to the topic.
Assessment: Continual teacher assessment through participation in the lesson, marking of
class work and homework. Assessment sheets and informal class tests.
.
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Topics/Skills:
Term 1
 Seaside Holidays through the ages
 The Great Fire of London - institutions begun for good of people/town planning –
layout safe and amenable//civic side of life
 Remembrance Day
 Commemorating Remembrance Day- recognising the sacrifice soldiers made
Term 2 Famous People:
 Looking at the life of Florence Nightingale and her impact on medicine and nursing.
 Looking at the life of Mary Seacole and her impact on the Crimean War.
 Learning about famous people from the past such as Mary Seacole who lived in
Britain but had different cultural backgrounds.
 Looking at the life of Louis Braille and his impact on the lives of blind people
 Looking at the life of Queen Elizabeth 1
 Learning about famous people from the past such as Mary Seacole who lived in
Britain but had different cultural backgrounds
 Significant women – women who have made a difference to the position of women in
society ( women’s rights) – Florence Nightingale, Mary Seacole.
Term 3
 Norman life, castles and William the Conqueror.
 Norman Conquest: how people felt when people when invaded by French and
French laws (relating to Rule of Law)
 Trip to Mountfitchet Castle (visiting a place of cultural significance)
 The Battle of Hastings
Year 3
Lesson Allocation:
60 minutes per week.
Schemes of work used/ textbooks/resources:
BBC DVDs and teaching resource books; stories and pictures; the internet; Ipads, various
teachers’ resource books, for example LCP; topic/information books; topic-related artefacts,
visits.
Teaching methods:
Teaching methods should be interactive and include: exposition, discussion, activity and
enquiry, reinforced, whenever appropriate, with practical and/or investigative work. Teachers
should encourage children to note trends, contrasts and connections between the periods.
Teacher to include local and world history connections (if applicable to topic). Teaching
should include geographical awareness and significant cultural and scientific events within
the period. Teacher to refer to timeline to ensure chronological awareness. There should be
a balance between individual, group and whole class teaching. Teachers must choose
carefully the style of teaching which is the most effective for the lesson planned. The
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Rosemead Preparatory School
HISTORY OVERVIEW
approach should be positive and it is expected that the ideas and skills introduced should be
mastered. Feedback should be given to show not just how well or badly something has
been done but to show how things could be improved or developed.
Assessment
Continual teacher assessment through participation in the lesson, marking of class work and
homework.
Written work:
Work in the children’s exercise books, on display or on worksheets, illustrated where
appropriate.
Homework:
Included as weekly topic homework. Research, worksheets, and art work related to the
topic.
Assessment:
Continual teacher assessment through participation in the lesson, marking of class work and
homework.
Topics/Skills:
Term 1
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To look at Britain before the Celts- brief summary of Bronze Age and Iron Age
(Stonehenge)
Settlers and Invaders. The Celts (A brief description of Celtic life and culture)
Where did the Celts come from- to look at maps (geographical awareness)
Did the Celts invade other countries.
Is there any evidence of the Celts today in Britain/ London/ local
The Romans (Origins of the Romans, society and culture of 1st century AD)
To look at timeline. What was happening to other parts of the world (background/
contrast)
Caesar's Landing In 55bc (A brief account of Julius Caesar's landing in Britain)
The Roman Province of Britannia (The way of life of the settlers and Romanised
Britons: clothing, houses, religious practices)
To look at world map of conquered lands
To contrast Celtic and Roman Britain
Resistance To Roman Rule (Boudicca's revolt in 61 AD; the Picts and Hadrian's
Wall; daily life of the Roman and auxiliary troops)
The Roman Legacy (The Roman alphabet and words of Latin origin/use of Latin
expressions, abbreviations and numbers; place names; Roman myths and legends;
roads
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Is there any evidence of the Romans today in Britain/ London/locally
Commemorating Remembrance Day- recognising the sacrifice soldiers made
Remembering WW1 anniversary and the significant dates relating to the war
Remembering significant anniversaries throughout the year (Magna Carta- law; The
Battle of Waterloo- democracy etc)
Term 2
 Settlers and invaders continued : Anglo-Saxon invasions and settlement following
the withdrawal of the Roman garrison
 Looking at maps of Europe/ the world- where did they come from. Where else did
they settle
 Look at timeline- what was happening in other parts of the world
(background/contrast)
 A Saxon village and the life of Saxon farmers
 Saxon costume
 Anglo- Saxons- Laws and Justice. The Witan Law (introduced local councils which
were the seeds of British parliament today and our democracy)
 Alfred the Great: First King of England
 Saxon legend ‘Beowulf’’
 Sutton Hoo
 Pagan Saxon Gods
 Is there any evidence of Anglo Saxons today in Britain/ London/locally
Term 3
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The Fury Of The Northmen (Viking raids upon the English coast; Viking ships,
weapons and tactics; reasons for the raids; Saxon attempts at defence)
Danegeld
Look at maps – where did they come from
Viking Settlements And Society (Viking settlers in Northern England; ; everyday life
of the settlers: clothing; houses; religion; agriculture and trade)
The Viking Legacy (Place names and words of Viking origin; myths and legends; art
and the image of Vikings in popular belief)
Edward the Confessor and his death in 1066
To look at the timeline- what was happening in other parts of the world
To revise- compare and contrast all periods covered in year 3 - their similarities and
difference
Year 4
Lesson Allocation:
60 minutes per week.
Schemes of work used/ textbooks/resources:
BBC DVDs and teaching resource books; stories and pictures; the internet; Ipads, various
teachers’ resource books, for example LCP; topic/information books; topic-related artefacts,
visits.
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Teaching methods:
Teaching methods should be interactive and include: exposition, discussion, activity and
enquiry, reinforced, whenever appropriate, with practical and/or investigative work. Teachers
should encourage children to note trends, contrasts and connections between the periods.
Teacher to include local and world history connections (if applicable to topic). Teaching
should include geographical awareness and significant cultural and scientific events within
the period. Teacher to refer to timeline to ensure chronological awareness. There should be
a balance between individual, group and whole class teaching. Teachers must choose
carefully the style of teaching which is the most effective for the lesson planned. The
approach should be positive and it is expected that the ideas and skills introduced should be
mastered. Feedback should be given to show not just how well or badly something has
been done but to show how things could be improved or developed.
Assessment
Continual teacher assessment through participation in the lesson, marking of class work and
homework.
Essay and evidence questions; short question tests upon history videos watched in
class/topics read or revised for homework; written assignments completed in class or for
homework; oral questioning in class discussion.
Written work:
Essay and evidence questions; short question tests upon history videos watched in
class/topics read or revised for homework; written assignments completed in class or for
homework. In books or on display.
Homework:
Work in the children’s exercise books or on worksheets, illustrated where appropriate.
Assessment:
Continual teacher assessment through participation in the lesson, marking of class work and
homework.
Essay and evidence questions; short question tests upon history videos watched in
class/topics read or revised for homework; written assignments completed in class or for
homework; oral questioning in class discussion.
Topics/Skills:
Term 1
 To summarise and to put into context - what had happened to Britain before
the Tudors
 To look at timeline- what was happening in other parts of the world
 Look at maps- who were the dominant leaders
 An in depth study of Henry V111 and Elizabeth 1
 Why did Henry VIII marry six times? How Henry changed the laws of country
in order to marry again
 What was the main religion in England/Europe
 What were the differences between the rich and the poor in Tudor times?
 How did they live
 What type of houses did they live in- compare and contrast
 Visiting a place of cultural significance (a temple)
Commemorating Remembrance Day- recognising the sacrifice soldiers made
Remembering WW1 anniversary and the significant dates relating to the war
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HISTORY OVERVIEW
Term 2
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The differences between the rich and poor in Tudor times
Who were the successful writers, painters, musicians, architects etc
To look at the life of William Shakespeare
To look at the life of Christopher Columbus
To look at the life of Pocohontus (contrast)
Compare and contrast life in the Tudor times with earlier times
Is there any evidence of the Tudors today in Britain/ London/ locally
A study of author Lewis Carroll (English topic)
Term 3
 The Achievements of the Earliest civilizations The Indus Valley
 A study of Michael Faraday (Science topic)
 Remembering significant anniversaries throughout the year (Magna Carta- law; The
Battle of Waterloo- democracy etc)
Year 5
Lesson Allocation: 60 minutes per week.
Schemes of work used/ textbooks/resources:
BBC and Channel 4 DVDs and teaching resource books; stories and pictures; the internet
;Ipads; various teachers’ resource books; topic/information books; topic-related artefacts;
museum visits.
Teaching methods:
Teaching methods should be interactive and include: exposition, discussion, activity and
enquiry, reinforced, whenever appropriate, with practical and/or investigative work. Teachers
should encourage children to note trends, contrasts and connections between the periods.
Teacher to include local and world history connections (if applicable to topic). Teaching
should include geographical awareness and significant cultural and scientific events within
the period. Teacher to refer to timeline to ensure chronological awareness There should be
a balance between individual, group and whole class teaching. Teachers must choose
carefully the style of teaching which is the most effective for the lesson planned. The
approach should be positive and it is expected that the ideas and skills introduced should be
mastered. Feedback should be given to show not just how well or badly something has
been done but to show how things could be improved or developed.
Pupils need to understand and recognise the following concepts:
Primary and secondary sources – definitions and distinction between them
Anecdotal evidence – its usefulness and its dangers
Bias and prejudice, illustrated by both content and use of language.
Written work:
Individual topic books.
Essay and evidence questions; short question tests upon history videos watched in
class/topics read or revised for homework; written assignments completed in class or for
homework, display work.
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Homework:
Included in weekly topic based homework. Research, worksheets, art work related to the
topic.
Assessment:
Continual teacher assessment through participation in the lesson, marking of class work and
homework.
Topics/Skills:
Term 1
The History of London and in depth study of London during World War 2.
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To look at timeline and to review periods of history covered previously
To look at London and how London has changed through the ages (First half term)
To briefly look at World War one- how did it end. What were the consequences
To introduce the cause of World War two and the main leaders in Europe/ the world
at that time
To understand that by defeating Hitler there was a fairer society- democracy in the
world.
To understand that any person in Britain is free to follow their own religion and that
there should be no prejudice (individual liberty and tolerance of beliefs)
To understand that WW2 prevented German repression
To look at world maps- who was the strongest power/ country
To look at London through the ages and to compare and contrast
To look at London and the Blitz
To look at Dulwich and local area during the war
What was it like for children in London during the second world war
Family life in London during the war
Understanding why certain laws were established during this period
Evacuees- why were they sent away from London
Which countries were involved in World War two- (geographical awareness)
Which countries were our allies
The main battles/ conflicts
How did the war end
How was Britain/ Europe/ the world changed after the war
Important cultural events/ people during this time
Is there any evidence of this period today in London.
Commemorating Remembrance Day- recognising the sacrifice soldiers made
Remembering WW1 anniversary and the significant dates relating to the war
Term 2
Ancient Egypt
 Timeline- to review periods covered and to locate when Ancient Egyptian civilization
existed.
 To look at the achievements of the earliest civilizations- an overview of where and
when the first civilizations appeared
 To look at map of Egypt now/then
 Who were the Ancient Egyptians?
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To look at the way of life
To look at significant people and events
Term 3
Ancient Greece
 Timeline – to review periods covered and locate when the Ancient Greek civilisation
existed. What other main civilisations existed at that time. How were they different
(culturally)
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 To look at map of Greece now/ then
 Who were the ancient Greeks?
 Famous Greek writers, philosophers, soldiers
 To look at the City States
 To compare Sparta and Athens
 To look at famous events/ battles
 Way of life in Ancient Greece- theatre, entertainment, education, religion, politics
food etc
 Greek gods, myths
 To compare and contrast Ancient Egypt with Ancient Greece
 How do we use ancient Greek ideas today? What is their legacy?
 Ancient Greeks set up systems of government (democracy) and created laws
 Philosophers and democracy
 Discussion by philosophers on individual liberty
 Is there any evidence of this period today in Britain/ London/ locally
 Remembering significant anniversaries throughout the year (Magna Carta- law; The
Battle of Waterloo- democracy etc)
Year 6
Lesson Allocation:
60 minutes per week.
Schemes of work used/ textbooks/resources:
BBC and Channel 4 DVDs and teaching resource books; stories and pictures; Ipads; the
internet; various teachers’ resource books, for example Ginn ‘Victorian Britain’;
topic/information books; topic-related artefacts; maps, photographs, visits to museums/
historical buildings.
Teaching methods:
Teaching methods should be interactive and include: exposition, discussion, activity and
enquiry, reinforced, whenever appropriate, with practical and/or investigative work. Teachers
should encourage children to note trends, contrasts and connections between the periods.
Teacher to include local and world history connections (if applicable to topic). Teaching
should include geographical awareness and significant cultural and scientific events within
the period. Teacher to refer to timeline to ensure chronological awareness. There should be
a balance between individual, group and whole class teaching. Teachers must choose
carefully the style of teaching which is the most effective for the lesson planned. The
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HISTORY OVERVIEW
approach should be positive and it is expected that the ideas and skills introduced should be
mastered. Feedback should be given to show not just how well or badly something has
been done but to show how things could be improved or developed.
Pupils need to understand and recognise the following concepts:
Primary and secondary sources – definitions and distinction between them
Anecdotal evidence – its usefulness and its dangers
Bias and prejudice, illustrated by both content and use of language.
Written work:
Individual topic books.
Essay and evidence questions; short question tests upon history videos watched in
class/topics read or revised for homework; written assignments completed in class or for
homework. Topic book and display work.
Homework:
Included in weekly topic based homework. Research, worksheets, art work related to the
topic.
Assessment:
Continual teacher assessment through participation in the lesson, marking of class work and
homework.
Topics/Skills:
Term 1
 To look at timeline- to revise periods covered in past years and identify the Victorian
period
 To look at world map- who were the main powers at this time
 The life of Queen Victoria
 What was it like for children living in Victorian Britain? The contrast between rich and
poor children.
 To look at the working conditions for children.
 To look at influential Victorians such as Barnardo and Shaftesbury and their
influence on child welfare and change of laws
 Understanding that Disraeli became prime minister and had a different faith (Jewish)
and cultural background (tolerance of different faiths)
 Commemorating Remembrance Day- recognising the sacrifice soldiers made
 Remembering WW1 anniversary and the significant dates relating to the war
Term 2
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Comparison of town and country life
Victorian housing, education and leisure compare and contrast with today
How did life change in our locality in Victorian times
Victorian authors/children’s books
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HISTORY OVERVIEW
Term 3
 Industrial revolution
 The Great Reform Acts, Factory Acts and parliament and change of laws; voting and
understanding development of British democracy (eventual votes for women)
 Inventions
 Is there any evidence of this period in Britain/ London/ locally- Focus on the Great
Exhibition in Crystal Palace.
 Focus on local area: Crystal palace and how it has changed through the ages.
 Medicine
 Famous and influential people in the 19th and 21st century – scientists, architects,
explorers, writers and politicians (such as Shaftesbury, Barnado, Isambard Kingdom,
Paxton, Alexander Fleming, Edward Jenner and Livingstone)
 Current affairs/ debating on subjects such as democracy, particular laws and
individual liberty
 Visit to the Royal Courts of Justice
 Remembering significant anniversaries throughout the year (Magna Carta- law; The
Battle of Waterloo- democracy etc)
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HISTORY OVERVIEW