History scheme of work for the new National Curriculum
September 2014
Topic/Year group
Year 3
Hi2/1.1 Pre Roman Britain
Stone Age to the Iron Age
Objectives
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Year 3
Hi2/2.3 Ancient Civilisations
Ancient Egypt
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Skill
Cross curricular links
Changes in Britain from the stone
Age to the iron Age
Know each of the three periods
Late Neolithic hunter-gatherers and
early farmers.
Settlements such as Skara Brae/Starr
Carr
Bronze Age religion, technology and
travel, eg, Stonehenge.
Iron Age hill forts, tribal kingdoms,
farming, art and culture
1. Chronology
Show their increasing
understanding of the past by
 Using specialist dates and
terms and by placing topics
studied into different
periods (century, decade,
Roman, Egyptian, BC,AD)
 Making some links
between & across periods.
Art – Cave paintings, carvings,
patterns.
D&T – Making model Henges,
Round houses, Antler headdresses,
shelters, etc
PE – Stone Age dance.
ICT: Research
The achievements of the earliest
civilisations.
Locate Egypt in time and place
Make deductions from life in the
past.
How much of the life of Egypt
depended on the River Nile. Food,
farming, daily life.
Make inferences and deductions
from objects
Ask and answer questions about
what has survived and what it
reveals about the past.
Beliefs, religion. Burial, afterlife.
Social structure
2. Events, people and changes
Be able to describe how some of the
main events, people and periods
they have studied by:
 Understanding some of the
ways in which people’s lives
have shaped this nation .
 Describing how Britain has
influenced & been influenced
by the wider world.
Art- mummies, death mask,
Egyptian sunsets, pyramids,
hieroglyphics.
Science – Pyramids, drying objects
out.
English- Instructions, story writing.
ICT- Research
Year 4
Hi2/1.2
Roman Britain
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Year 4
Hi2/1.3
Anglo –Saxons and Scots
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Year 4
Hi2/1.4
Anglo-Saxons and Vikings
Year 4- Mini topic
Hi2/2.5
Non –European study
Benin (West Africa)
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Julius Caesar’s attempted invasion
The Roman Empire by AD 42 and the
power of its army.
Successful invasion by Claudius and
conquest, including Hadrian’s Wall.
British resistance , for example
Boudicca.
“Romanisation” of Britain; sites such
as Caerwent and the impact of
technology, culture and beliefs ,
including early Christianity.
Place Anglo -Saxons on
chronological timeline
That Anglo-Saxons invaded Britain
and this was followed by a period of
settlement
Who was discovered at Sutton Hoo?
What can we find out about the past
from the artefacts we have found?
 Who were the Vikings?
 Why did they invade and
settle in Britain?
 Research Longboats
 Why did the Vikings travel
so far from home?
 Make inferences about
Viking way of life.
 Why were Anglo-Saxon
monasteries invaded?
 Beliefs, religion. Burial
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3. Interpretation
Identify a more extensive range of
sources – both primary and
secondary whenever possible.
Viking day- arts/cookery
Study of a Non–European society
that provides contrasts with British
history.
4. Chronology
Show their increasing
understanding of the past by
 Using specialist dates and
terms and by placing topics
Art: repeating patterns/traditional
art of Benin.
Geography: Comparisons. Map
work
Where and when were the West
Enquiry
Use sources to make
observations, finding answers
to questions about the past.
Art: Roman
soldier/armour/weapons.
1. Chronology
 Continue to develop a
chronologically secure
knowledge of British history
 To know and understand where
the period studied fits in
history.
African kingdoms?
How was Benin ruled and
organised?
 Why was it so successful?
 What was Benin like for the people
who lived there?
 What does Benin art tell us about
the kingdom of Benin?
 Why did the kingdom of Benin come
to an end?
Greek life and achievements and their
influence on the western world.
 Language – the influence on Britain
 Democracy – where it began and
how it is used in Britain
 Architecture – the influence we see
today on world/ British buildings.
 Theatre–how it began and the
contrasts today.
 Philosophy and debate – the
influence on our culture.
 Religious beliefs
 Literary heritage
 Social structure and everyday lives.
Changes in an aspect of social history from
Anglo-Saxons to the present day.
 Crime and punishment in the Roman
period. Roman system of law and
influence on modern practice of law.
 Crime and punishment in Anglo
Year 5
Hi2/2.4
Ancient Greece
Year 5
Hi2/2.2
Extended chronological study
Crime & Punishment
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Saxon and Viking period.
Discussion of system of
compensation
Crime and Punishment in
medieval and Tudor period from
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studied into different
periods (century, decade,
Roman, Egyptian, BC,AD)
Making some links
between & across periods.
2 Events, people and changes
Be able to describe some main events,
people and period studied.
Recognise similarities and differences
between these periods.
Begin to suggest causes and
consequences of the main events and
changes.
4 Chronology
Show their increasing
understanding of the past by
 Using specialist dates and
terms and by placing topics
studied into different
periods (century, decade,
Roman, Egyptian, BC,AD….)
 Making some links
between & across periods.
Art/DT: Roman
architecture/columns.
Greek gods/heroes.
Vases/pottery.
PSHE: democracy/debate
Art: Draw and design a cutpurse
Portraits/homes
PSHE: punishments and crimes then
and now. Rights and wrongs.
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Year 5
Talking of Tudors
1066. Examine new laws
introduced and also courts.
Early modern crime and
punishment. Gun Powder
plot/witchcraft.
Victorian times- creation of
police force.
Crime prevention and
punishment today. Compare and
contrast to the past.
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Understand Battle of Bosworth was
a major turning point in British
history and beg inning of Tudor
dynasty.
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Understand Tudor weapons and
armoury. How warfare changed
history.
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Why the Mary Rose was important.
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Understand how events from the
Spanish Armada can be viewed from
different perspectives.
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Identify crime and punishment in
Tudor times.
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Everyday lives.
4 Chronology
Show their increasing
understanding of the past by
 Using specialist dates and
terms and by placing topics
studied into different
periods (century, decade,
Roman, Egyptian, BC,AD)
 Making some links
between & across periods.
Year 6
Hi2/2.2
Extended chronological study
WW2 and The Battle of Britain
Year 6
Local study
Coming of the railway to
maidenhead
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Reasons for the war – The
Depression, Hitler, Nazis
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Children in war- Evacuation
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What was The Blitz and what areas
were targeted? What measures had
to be put in place? Rationing/war
work/diet/Air raid
shelters/Propaganda/women’s
changing roles.
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Understand the why the Battle of
Britain was necessary. How it was
prepared for and why it was a major
turning point in British history
What was life like before the coming
of the railways?
How did the arrival and expansion of
the railways affect the area and
people?
How did life change in Maidenhead
in Victorian times?
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5. Communication
(L4)Produced structured work that
makes connections, draws contrasts,
analyses trends, frame historically valid
questions involving thoughtful selection
and organisation of relevant historical
information using appropriate dates and
terms.
(L5)Produce detailed structured work to
select and deploy information and make
appropriate use of historical terminology
and contrasting evidence.
5. Communication
(L4)Produced structured work that
makes connections, draws contrasts,
analyses trends, frame historically valid
questions involving thoughtful selection
and organisation of relevant historical
information using appropriate dates and
terms.
(L5)Produce detailed structured work to
select and deploy information and make
appropriate use of historical terminology
and contrasting evidence.
Art: Evacuees, war posters.
PSHE:
debate/viewpoints/government,
etc.
Geography: Map work.
Art/D&T: Draw, design and build a
bridge.
Geography: study of Maidenhead.