Easton Primary School
History Objective Overview
Class: 1
Year Groups: Reception/Year 1
Cycle: A
Topic
Objectives to be covered from Curriculum 2014
Assessment focus in line with
Target Tracker
Explorers:
Neil Armstrong &
Christopher Columbus
Children should be taught about:
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.
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Children should be taught about:
Significant historical events, people and places in their
own locality.
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Castles and Knights
(Castles in surrounding
areas e.g. Orford,
Framlingham)
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First Aeroplane flight,
train journey and boat
crossing (Titanic??)
Children should be taught about:
Events beyond living memory that are significant
nationally or globally.
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I can place known events in the
order of when they happened.
I can understand key features of
events.
I can relate my own account of an
event and understand that others
may give a different account.
I can sequence events and recount
changes in living memory (Chr.
Und)
I can use common words and
phrases related to the passing of
time.
I can talk, draw or write about
aspects of the past.
I can describe simple similarities
and differences between manmade objects.
I can find answers to some simple
questions about the past from
simple sources.
I can sort historical objects into
‘then’ and ‘now’.
I can ask and answer basic,
relevant questions about the past.
I can identify similarities and
differences between ways of life in
different periods.
Easton Primary School
History Objective Overview
Class: 1
Year Groups: Reception/Year 1
Cycle: B
Topic
Objectives to be covered from Curriculum 2014
Assessment focus in line with
Target Tracker
Bonfire Night – The
Gunpowder Plot
Children should be taught about:
Events beyond living memory that are significant
nationally or globally
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Britain from 1950:
Changes in fashion, toys
and way of life.
Children should be taught about:
Changes within living memory. Where appropriate, these
should be used to reveal aspects of change in national
life.
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History of the Seaside
(O)
Children should be taught about:
Significant historical events, people and places in their
own locality.
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I can place known events in the
order of when they happened.
I can ask and answer basic,
relevant questions about the past.
I can understand key features of
events.
I can relate my own account of an
event and understand that others
may give a different account.
I can use common words and
phrases related to the passing of
time.
I can sequence events and recount
changes in living memory (Chr.
Und)
I can talk, draw or write about
aspects of the past.
I can describe simple similarities
and differences between manmade objects.
I can sort historical objects into
‘then’ and ‘now’.
I can find answers to some simple
questions about the past from
simple sources.
I can talk, draw or write about
aspects of the past.
I can identify similarities and
differences between ways of life in
different periods.
Easton Primary School
History Objective Overview
Class: 2
Year Groups: Year 2/Year 3
Cycle: A
Topic
Objectives to be covered from Curriculum 2014
Assessment focus in Line with
Target Tracker (Yr3) (Yr2)
Medicine:
Florence Nightingale,
Mary Seacole and
Elizabeth Garrett.
Children should be taught about:
Great Fire of London
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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.
Children should be taught about:
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Stone Age to the Iron
Age
-ways of life
-religion
-war
Events beyond living memory that are significant
nationally or globally
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Pupils should be taught about:
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Changes in Britain from the Stone Age to the Iron Age
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Late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae
Bronze Age religion, technology and travel, e.g. Stonehenge
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Iron Age hill forts: tribal kingdoms, farming, art and culture
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I can describe memories of key events in
my life using historical vocabulary.
I can describe where people and events fit
within a timeline and identify similarities
and differences between ways of life in
different periods.
I can discuss the life of significant people in
the past who have contributed to national
and international achievements.
I can describe changes within living
memory and aspects of change in national
life.
I can describe significant history events
both nationally and locally.
I can speak about how I found out about
the past (sources of information).
I can record what I have learned by writing
or drawing.
I can ask and answer questions choosing
and using key parts of stories to show
what I know and understand key features
of events.
I can use an increasing range of common
words and phrases relating to the passing
of time.
I can show an awareness of the past by
using an increasing range of common
words and phrases relating to the passing
of time.
I can use a wide vocabulary of everyday
historical terms.
I can show an understanding of some of
the ways that we can find out about the
past and identify the different ways in
which it is represented.
Easton Primary School
History Objective Overview
Class: 2
Topic
Year Groups: Year 2/Year 3
Objectives to be covered from Curriculum 2014
What was it like for
children in WW2?
Why do we celebrate
Remembrance Sunday? :
A local study.
Children should be taught about:
Changes within living memory. Where appropriate, these
should be used to reveal aspects of change in national
life.
The Victorians: a local
history study – impact
on economy.
Cycle: B
Assessment focus in line with
Target Tracker (Yr3) (Yr2)
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Significant historical events, people and places in their
own locality.
Children should be taught about:
The study of national history and it’s reflection on the
locality.
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Ancient Greece
-a study of Greek life,
achievements and their
influence on Britain and
the wider world.
Children should be taught about:
Ancient Greece – a study of Greek life and achievements
and their influence on the western world
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I can describe memories of key events in
my life using historical vocabulary.
I can ask and answer questions choosing
and using key parts of stories to show
what I know and understand key features
of events.
I can describe significant history events
both nationally and locally.
I can discuss the life of significant people in
the past who have contributed to national
and international achievements.
I can use an increasing range of common
words and phrases relating to the passing
of time.
I can speak about how I found out about
the past (sources of information).
I can record what I have learned by writing
or drawing.
I can describe where people and events fit
within a timeline and identify similarities
and differences between ways of life in
different periods.
I can describe changes within/not within
living memory and aspects of change in
national life.
I can show an awareness of the past by
using an increasing range of common
words and phrases relating to the passing
of time.
I can use a wide vocabulary of everyday
historical terms.
I can show an understanding of some of
the ways that we can find out about the
past and identify the different ways in
which it is represented.
Easton Primary School
History Objective Overview
Whilst all Band statements are covered each year, particular Band 6 statements are focused on certain units and this should be considered when assessing across the
different year groups.
Class: 3
Topic
Year Groups: Year 4/5/6
Objectives to be covered from Curriculum 2014
An Overview of early
civilizations leading
to…A Study of the Indus
Valley.
Children should be taught about:
The achievements of the earliest civilizations – an
overview of where and when the first civilizations
appeared and an indepth study.
Cycle: A
Assessment focus in Line with
Target Tracker (Yr4, Yr5, Yr6)
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Britain from 1960:
Space Race, Cold War
and Fashion.
A focus on an element
of social history –
changes through history:
Crime and Punishment
Children should be taught about:
Changes in an aspect of social history, such as crime and
punishment from the Anglo-Saxons to the present or
leisure and entertainment in the 20th Century
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How has the Suffolk
landscape changed? -
Children should be taught about:
A study over time tracing how several aspects national
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I can explain what I have learned in an
organised and structured way, using
appropriate terminology.
I can understand that the type
information available depends on the
period of time studied.
I can present knowledge and
communicate findings in a variety of
ways.
Understand how our knowledge of the
past is constructed from a range of
sources.
Describe the earliest civilisations.
I understand that sources can contradict
each other.
I can use a variety of resources to find
out about aspects of life in the past.
I can give some reasons for some
important historical events.
I can evaluate the usefulness of a variety
of sources.
I can provide an account of a historical
event based on information from more
than one source.
Note connections, contrasts and trends
over time and show developing
appropriate use of historical terms.
Construct informed responses that
involve thoughtful selection and
organisation of relevant historical info.
Use historical evidence to support an
argument.
I can place some historical periods in a
chronological framework.
I can use historic terms related to the
period of study.
I can uses sources of information in
Easton Primary School
History Objective Overview
How national history has history are reflected in the locality (this can go beyond
been reflected along the 1066).
Suffolk coast?
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ways that go beyond simple
observations to answer questions about
the past.
I can use dates to order and place events
on a timeline.
To make comparisons between aspects
of periods of history and present day.
I can compare sources of information
available for the study of different times
in the past.
Describe a chronologically secure
knowledge and understanding of British,
local and world history.
Address and sometimes devise
historically valid questions about
change, cause, similarity and difference
and significance.
Describe changes in Britain from the
stone age to the iron age.
Easton Primary School
History Objective Overview
Class: 3
Topic
Year Groups: Year 4/5/6
Objectives to be covered from Curriculum 2014
Ancient Rome
-a study of Roman life,
achievements and their
influence on Britain and
the wider world.
Children should be taught about:
The Roman Empire and its impact on Britain
This could include:
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Julius Caesar’s attempted invasion in 55-54 BC
The Roman Empire by AD 42 and the power of its army Successful invasion by
Claudius and conquest, including Hadrian’s Wall
British resistance, e.g. Boudica
“Romanisation” of Britain: sites such as Caerwent and the impact of technology,
culture and beliefs, including early Christianity.
Cycle: B
Assessment focus in Line with
Target Tracker
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The Story of Chocolate
Mayan Civilisation
-a look at an early
civilisation which
contrasts with British
History.
Children should be taught about:
A non-European society that provides contrasts with
British history.
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I can understand that sources can
contradict each other.
I can use sources of information in
ways that go beyond simple
observations to answer questions
about the past.
I can place some historical periods in
a chronological framework.
I can understand that the type
information available depends on the
period of time studied.
To make comparisons between
aspects of periods of history and
present day.
I can give some reasons for some
important historical events.
Note connections, contrasts and trends
over time and show developing
appropriate use of historical terms.
Describe a chronologically secure
knowledge and understanding of British,
local and world history.
Describe the Roman empire and it’s
impact on Britain.
Use historical evidence to support an
argument.
I can explain what I have learned in an
organised and structured way, using
appropriate terminology.
I can evaluate the usefulness of a
variety of sources.
I can provide an account of a
historical event based on information
from more than one source.
I can present knowledge and
communicate findings in a variety of
ways.
Address and sometimes devise
historically valid questions about
Easton Primary School
History Objective Overview
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Ancient Egypt
Children should be taught about:
The achievements of an early civilisation.
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change, cause, similarity and difference
and significance.
Describe a non-European civilisation and
it’s contrast to British History.
I can use historic terms related to the
period of study.
I can use a variety of resources to find
out about aspects of life in the past.
I can use dates to order and place
events on a timeline.
I can compare sources of information
available for the study of different
times in the past.
Construct informed responses that
involve thoughtful selection and
organisation of relevant historical info.
Understand how our knowledge of the
past is constructed from a range of
sources.
Easton Primary School
History Objective Overview
Class: 3
Topic
Year Groups: Year 4/5/6
Objectives to be covered from Curriculum 2014
A Local History Study:
Sutton Hoo.-a study on
the Anglo-Saxon way of
life and their impact on
Great Britain and the
local area.
Children should be taught about:
Britain’s settlement by Anglo-Saxons
This could include:
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Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman
Empire
Anglo-Saxon invasions, settlements and kingdoms: place names and village life
Anglo-Saxon art and culture
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Christian conversion – Canterbury, Iona and Lindisfarne
Cycle: C
Assessment focus in Line with
Target Tracker
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The Viking/Anglo-Saxon
struggle for power
-a look at Viking invasion
and changes to British
culture and ways of life.
Children should be taught about:
The Viking and Anglo-Saxon struggle for the Kingdom of
England to the time of Edward the Confessor
This could include:
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Viking raids and invasion
Resistance by Alfred the Great and Athelstan, first king of England
Further Viking invasions and Danegeld
Anglo-Saxon laws and justice
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I can understand that sources can
contradict each other.
I can use sources of information in
ways that go beyond simple
observations to answer questions
about the past.
I can place some historical periods in
a chronological framework.
I can use dates to order and place
events on a timeline.
I can compare sources of information
available for the study of different
times in the past.
I can understand that the type
information available depends on the
period of time studied.
Describe a chronologically secure
knowledge and understanding of British,
local and world history.
Construct informed responses that
involve thoughtful selection and
organisation of relevant historical info.
Understand how our knowledge of the
past is constructed from a range of
sources.
Describe Britain’s settlement by AngloSaxons.
I can explain what I have learned in an
organised and structured way, using
appropriate terminology.
I can use historic terms related to the
period of study.
I can evaluate the usefulness of a
variety of sources.
I can provide an account of a
historical event based on information
from more than one source.
I can present knowledge and
communicate findings in a variety of
Easton Primary School
History Objective Overview
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Edward the Confessor and his death in 1066
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Significant British
Inventors/Inventions!!
-focusing on turning
points in British History
e.g. Tim Berners-Lee,
Alexander Graham Bell.
Children should be taught about:
Changes in an aspect of social history, such as crime and
punishment from the Anglo-Saxons to the present or
leisure and entertainment in the 20th Century.
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ways.
Address and sometimes devise
historically valid questions about
change, cause, similarity and difference
and significance.
Describe the Viking/Anglo-Saxon
struggle for power around the time of
Edward the Confessor.
I can use a variety of resources to find
out about aspects of life in the past.
To make comparisons between
aspects of periods of history and
present day.
I can give some reasons for some
important historical events.
Note connections, contrasts and trends
over time and show developing
appropriate use of historical terms.
Use historical evidence to support an
argument.