Sandgate’s
History
Curriculum
Scheme of Work
Post 2015
Overall View
Year
Year 1
WW1
centenary
School topic
Year 2
WW1
centenary
School topic
Year 3
WW1
Centenary
School topic
Year 4
WW1
centenary
school topic
Year 5
WW1
centenary
school topic
Year 6
WW1
centenary
school topic
Topic
Key concepts giving
coherence to the topic
and supporting
progression
Seaside Folkestone –history and how this
has changed over the years
Historical Stories: Robin Hood
Technology – Victorian and modern day
technology, how has it changed and
impacted on communication?
Historical language to do
with past/ present.
(awareness of the past)
Change
Similarities and differences
Ask and answer questions
The Fire of London – significant event
beyond living memory
William Wilberforce/ Florence
Nightingale/Mary Seacole
– how significant individuals and
advancements can influence and change the
lives of people and wider society.
Historical enquiry and use of
sources (different ways of
finding out about the past)
Chronology
Change
Cause and consequence
Know and understand key
features of an event.
The culture and religious changes during the
Ancient Egyptian era.
Britain from Stone Age through the Bronze
Age and Iron Age through Canterbury.
(Belgae and Cantiaci tribes) Specific focus on
changes in settlements, farming and culture.
Roman Canterbury – settlement and conflict
with Celts.
Historical enquiry and use of
sources
Chronology
Similarity and difference
Change and continuity
Interpretations
Economic, social, cultural an
religious history.
A study of Mayan and Aztec culture,
investigating their influence on the Western
World.
Anglo-Saxon settlement of Canterbury.
A significant event beyond 1066 –
Canterbury in World War Two – Significant
historical event.
Historical enquiry and use of
sources
Short and long term
consequences
Interpretations
Change and continuity
propaganda
Viking and Norman Canterbury – Edward
the Confessor.
The influence of Literature –
Medieval/Tudor Canterbury
(Chaucer/Marlowe)
Victorians – Cross Curricular ‘Street Child’
Victorian Canterbury
Change and continuity
Investigative history –
following a line of enquiry
Interpretation of source
material – bias and
reliability
Empathy
Titanic
Ancient Greece – study of the lives and
culture of people living in Ancient Greece
and their influence on the Western world.
ICT – creation of app Canterbury Alive.
(collation learning from topics in Yr 3, Yr 4,
Yr 5)
Relating to the wider world
Change and continuity
(Scottish history)
Cause and consequences
(long term)
Understand bias
Making judgements about
an event – conflicting views.
The Historical Skills and Processes
to be taught in Key Stage 1:
1
Develop an awareness of the past using
common words and phrases relating to
the passing of time.
2
Know where the people and events fit
within a chronological framework.
3
Identify similarities and differences
between ways of life in different periods.
4
Use a wide vocabulary of everyday
historical terms.
5
Ask and answer questions
6
Choose and use parts of stories and other
sources to show that they know and
understand key features of events.
7
Understand some of the ways in which we
find out about the past
8
Identify different ways in which the past is
represented.
Early Years Foundation Stage
Historical Enquiry
Activities
Time and change in children’s lives
Discuss changes in children’s lives:
moving house, new baby. Adults
sequence and explain changes in
their lives
Put family photographs in order.
Time and Change in Stories
Stories in picture books about other
children, families.
Fictional stories about growth and
change; relate to children’s own
experiences.
Fairy tales, myths, legends
Cause and effect (because/so). Time
(similar, different, now, then)
Motives: why? Consider feelings and
needs of others. Respect cultures
Sources
Set of old/new; different materials.
How was it made? How does it
work? How was it used? Making
guesses
Measuring Time
Birthdays, seasons, days of week,
events, events in stories.
Sequencing
Pictures, events in own time, events
in stories.
Language of time
Language of development
Before, after, last week, last year…
Viewpoint, argument (I think,
because)
Hypothesis, probability (perhaps)
New vocabulary (washerwoman,
coach…)
Interpretations
Play: reconstruct scenes from stories
Interpretations in oral history
Interpretations in illustrations
Interpretations in stories
Creating accounts of the past
Experimental dialogue, explore
emotions, relationships, Times and
places outside their experiences.
Compare different illustrations of
same story, preferences, reasons,
versions of stories, oral accounts (eg
parent’s/carer’s childhood)
KEY STAGE 1 – PROGRESSION OF SKILLS
Year
Foundation
Topic
Birthdays – understanding passage of time
Grandparents
Skills
Ask and answer questions
Develop an awareness of the
past – yesterday, today, past,
present
Seasons and events within them.,
Year 1
Year 2
Changes within memory
Folkestone as a seaside resort – how have
seaside holidays changed over time.
Simple time line
Changes over time.
Compare similarities and
differences
To say where periods fit on a
timeline.
Develop vocabulary of historical
terms and features.
Historical Stories:
Robin Hood, Guy Fawkes, Merlin
Choose and use parts of stories
to show they know key features
of events
Know about our heritage.
Changes within memory:
Technology – Study of media technology
over time.
Create a timeline showing how
communication has evolved. Use of
photographs
Identify similarities and
differences between ways of life
in different periods
Chronological framework
Identify some ways in which we
find out about our past
Influential Individuals
Florence Nightingale/ Mary Seacole: Know
the historical context.
Compare the conditions then and now to
understand their impact.
Edith Cavell – compare the ‘then’ individual
with a more up-to-date person.
Know where the people and
events fit within a chronological
framework.
Compare similarities and
differences
Long term influence of their
actions.
Events beyond living memory:
Fire of London What were characteristic
features of Stuart London
Know the story and causes behind the Fire
of London
Use primary sources to tell them about the
fire (Samuel Pepys and John Evelyn diaries,
leaflets, paintings, atefacts)
Develop an awareness of the
past
Know and understand key
features of a n event.
Cause and consequence.
Understand some of the ways in
which we find out about the
past and identify different ways
in which the past is represented.
Begin to understand the
difference between primary and
secondary sources.
Local Study:
William Wilberforce and Sandgate Primary.
Founderof Sandgate Primary.
Role as Member of Parliament.
Actions with reference to the abolition of
slavery.
British history influence on
changing the lives of others in
wider world.
Use a wide vocabulary of
historical terms.
Influence on local community.
Cultural, socal and moral issues.
Early Years Foundation and
Key Stage 1 Spiritual
Development Links
Year Group
Activity
Spiritual
Development
Link
Yr 1
Timelines – use a toilet roll to
show how far back the Vikings
wernt (1 square = 10 years)
To realise how shore our
lives are on the scale of
human history
Yr 2
To say where periods fit on a
timeline
To realise how shore our
lives are on the scale of
human history.
Yr 2
To study the effects of the Fire of
London – writing a diary or
identifying key emotions
Sensitivity towards the
suffering brought about by
tragedy.
Yr 2
Studying the consequences of
WW1 – Florence Nightingale
Reflect on what we can
learn from the past.
Yr 2
Listening to parts of Samuel
Pepys and John Evelyn’s diaries
Seeing the impact of events
from the viewpoint of those
who were alive at the time.
Yr 2
WW1
Reading letters from soldiers at
the front.
Florence Nightingales’ views on
the conditions of the hospital at
Scutari.
Seeing the impact of events
from the viewpoint of those
who were alive at the time.
Key Stage 2 – Progression of Skills
Year
Y3
Yr 4
Topic
Skills
The Achievements of Earliest
Civilisations:
Ancient Egypt: influence of landscape
Daily lives, religion and
mummification, hieroglyphics,
technology.
Knowledge and understanding –
give reasons for mummification
Use sources to ask and answer
questions about the past
To provide reasons for possible
differences and lifestyle.
Changes in Canterbury from the
Stone Age to the Iron Age
Study of late Neolithic huntergatherers and early farmers (on the
edge of the Stour) and bronze age
religion, technology and travel.
(Heritage Museum –Canterbury)
Main study – Belgae and Cantiaci
tribes (Riverside country park
Gillingham) Daily lives and changes
in farming
Can identify similarities and
differenced between periods.
Can use sources of information to
answer questions about the past
Can answer questions about the
past giving some viewpoint –
invasion of Cantiaci and reaction
of Celts to Roman invasion.
Sequence events on a timeline
and recognise characteristic
features of each age
The Roman Empire and its impact on
Britain and Canterbury:
Romanisation of Britain: impact of
technology, culture and beliefs in
Canterbury
Change and continuity
Interpretation of the sources to
inform about the nature of the
Roman people.
Use appropriate quotations to
form opinion.
A non-European Society:
Mayan C. AD 900
Daily life, sacrifice, technology,
culture and beliefs.
Contrast with British History
To understand the language of
opinion, re sacrifice, leading to
making a judgement.
Evaluate the strength and
weakness of a source
Britain’s settlement by Anglo-Saxons
Move from Roman Canterbury to
anglo-saxon invasion: changes in
attitude.
Mystery of the bodies – investigation
Anglo-Saxon art and culture
Christian conversion - Augustine
Can see change and consequence
Can describe features of a period
Can select and collate information
to follow a line of enquiry.
Understand that the past is
represented in a different ways.
A Study of an aspect in British History
beyond 1066: a significant turning
point- WW2
Bombing of Canterbury
Propaganda posters
Changing role of women
Evacuation
Rationing
To understand the role played by
propaganda.
To explore short and long term
consequences of an event.
Make links between causes,
consequences and effects.
Show empathy
Key Stage 2 – Progression of Skills
Year
Yr 5
Yr 6
Topic
Skills
The Viking and Anglo-Saxon struggle
for the Kingdom of England
Viking raid on Canterbury Cathedral
1011.
Viking settlements, conflict between
Anglo Saxons and Danes
Anglo – Saxon law and justice
compared to that of Viking law.
Scottish invasion from Ireland
Knowledge and understanding –
give reasons for invasion.
To make a judgement about a
period: how justified were the
Vikings’ actions?
Give reasons why people have
been portrayed and interpreted
in different ways.
A local History Study:
A study over time tracing how
Canterbury changed during the
medieval and Tudor period.
Religious influence – Thomas Becket
Chaucer Tales and Kit Marlowe –
cultural influence
Marlowe as a spy? Investigation
Can identify which causes are
useful for the task.
Evaluate sources of evidence
Give some reason why changes
have been interpreted in
different ways.
A Study of an aspect in British History
beyond 1066: a significant turning
point- the industrial Revolution
Poverty, factory workers, child
criminals, workhouse. Victorian
Canterbury Link ‘Street Child’
To use sources to support an
argument.
Can break down and organise
causes in terms of importance
and long term, short term.
Ancient Greece:
A study of Greek like and
achievements and their influence on
the western world
Analysis of source material
Identify characteristic features of
a period
To understand the legacy left by a
civilisation.
A Significant Event: Titanic
Causes of the sinking
Treatment of Bruce Ismay by
newspapers – bias
Propaganda – unsinkable Titanic
Start of Breakdown in class divisions
- intensified by WW1
Emigration and treatment of steerage
class.
Who was to blame? Prioritising the
causes.
Understand the role of
propaganda and bias
Causes Short and long term
consequences
To question the reliability of
sources
Use sources to support an
argument
Prioritise causes according to
importance
ICT – creating an app Canterbury
Alive with help from Mr James.
ICT skills and recording
information in an organised and
structured way.