Cambridge Road Community Primary & Nursery School

History

Introduction
Cambridge Road C P & N School follows the National Curriculum guidance for History.
As such it is ambitious and designed to help all pupils gain a coherent knowledge and
understanding of Britain’s past and that of the wider world. It is designed to inspire
pupils’ curiosity to know more about the past. The teaching of history will equip pupils to
ask perceptive questions, think critically, weigh evidence, sift arguments, and develop
perspective and judgement.

The curriculum lead for History is Mrs Rebecca Wylam and the Link Governor is Mrs
Emma Proctor.

Aims
The History curriculum at Cambridge Road C P & N School aims to ensure that all
pupils:
 Know and understand the history of the UK as a coherent, chronological
narrative, from the earliest times to the present day.
 Know and understand significant aspects of the history of the wider world.
 Gain and deploy a historically-grounded understanding of abstract terms such as
empire, civilization, parliament and peasantry.
 Understand historical concepts such as continuity and change, cause and
consequence, similarity, difference and significance, and use them to make
connections, draw contrasts, analyze trends, frame historically-valid questions and
create their own structured accounts.
 Understand the methods of historical enquiry, including how evidence is used
rigorously to make historical claims, and discern how and why contrasting
arguments and interpretations of the past have been constructed.
 Gain historical perspective by placing their growing knowledge into different
contexts.

EYFS Framework

Pupils will be taught about:

 To know some similarities and differences between things in the past and now,
drawing on their experiences and what has been read in class.
 To understand the past through settings, characters and events encountered in
books read in class and storytelling.
 EYFS Curriculum Overview (key knowledge and skills)

Nursery Make connections between the features of their family

and other families. Notice differences between people.
Reception Comment on images of familiar situations in the past. Compare and contrast characters from stories, including
figures from the past.

KS1 Framework
Pupils will develop an awareness of the past, using common words and phrases relating
to the passing of time. They will know where the people and events they study fit within
a chronological framework and identify similarities and differences between ways of life
in different periods. They should use a wide vocabulary of everyday historical terms.
They should ask and answer questions and understand some of the ways we find out
about the past.

Pupils will be taught about:

 changes within living memory. Where appropriate, these should be used to reveal
aspects of change in national life
 events beyond living memory that are significant nationally or globally

 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

 significant historical events, people and places in their own locality.

KS 1 Curriculum Overview (key knowledge and skills)

Year 1 Toys School Days

Knowledge: Knowledge:
 To recognize the difference between toys from  To compare modern day school and schools in the past,
the past and those of today. identifying similarities and differences.
 To sequence toys from the past and those of  To create a timeline by ordering photos of school life.
today on a timeline. Skills:
Skills:  Observe and handle evidence in order to ask questions
 Use artefacts, pictures and stories to find out about the past.
about the past.  Understand some of the ways we find out about the
 Label time lines with words such as past, past.
present, older etc
Year 2 London’s Burning Pioneers
Knowledge: Knowledge:
 To recognize and explain why The Great Fire of  To recognize that people in the past have had an
London happened. impact on the world we live in today.
 To understand what changed as a result of the  To understand how to find out about pioneers from the
fire. past.
Skills: Skills:
 Compare and use sources to answer questions  Compare aspects of life across different periods.
about the fire.  Use a wide variety of everyday historical terms.
 Place The Great Fire of London on a timeline.
 Assessment: Knowledge and skills highlighted in yellow will be the focus of assessment opportunities.

KS2 Framework
Pupils will continue to develop a chronologically secure knowledge and understanding of
British, local and world history, establishing clear narratives within and across the
periods they study. They will note connections, contrasts and trends over time and
develop the appropriate use of historical terms. They will regularly address and
sometimes devise historically valid questions about change, cause, similarity and
difference, and significance. They will construct informed responses that involve
thoughtful selection and organization of relevant historical information. They will
understand how our knowledge of the past is constructed from a range of sources.

KS 2 Curriculum Overview (key knowledge and skills)

Year Britain in the Stone, Bronze and Iron Age Ancient Egypt Ellesmere Port in the 20th Century
3 (Meet the Flintstones) (Tomb Raiders)
Knowledge: Knowledge: Knowledge:
 To sequence events on a timeline.  To understand the concept of ‘Ancient’ by  To understand why the
 To understand cause and effect of main placing the Ancient Egyptians on a timeline. Wolverhampton Corrugated Iron
events.  To understand what artefacts tell us about Co moved to Ellesmere Port.
 To understand how the introduction of the past?  To understand about the effects
farming changes Stone Age life.  To find out about the beliefs of the Ancient of WWI on the people of
Skills: Egyptians by looking at evidence. Ellesmere Port.
 Use evidence to ask questions and find Skills: Skills:
answers about the past.  Use evidence to ask questions and find  Use evidence to ask questions
 Use more than one source of evidence in answers about the past. and find answers about the past.
order to gain a more accurate  Use more than one source of evidence in
understanding. order to gain a more accurate understanding.
 Understand the concept of change over
time.
Year Ancient Greece The Roman Empire and its impact on Britain Ellesmere Port in the 20th Century
4 (Greece Lightning) (Roman Rule)
Knowledge: Knowledge: Knowledge:
 To understand the concept of ‘Ancient’ by  To use primary and secondary sources to  To understand what it was like to
placing the Ancient Greece on a timeline. find out about Caesar’s attempted invasion go to Cambridge Road Primary
 To study Ancient Greek pottery to make and the later successful invasion by School at the turn of the century.
deductions about life in Ancient Greece. Claudius.  To understand about the effects
Skills:  To use evidence to ask questions and find of WWI on the children at
 Use dates and terms accurately in answers about the decline and fall of the Cambridge Road.
describing events. Western Roman Empire. Skills:
 Understand that no single source of Skills:  Use evidence to ask questions
information can provide a full picture of  Evaluate sources of evidence. and find answers about the past.
the past.  Place events and historical figures on a
timeline.
Year Mayan civilization c AD900 Britain’s settlement by Anglo-Saxons and Scots Ellesmere Port in the 20th Century
5 (Mexico and the Mayans) (Invaders)
Knowledge: Knowledge: Knowledge:
 To evaluate historical opinions as to why  To begin to understand the role of an  To understand about the effects
the Mayans ‘disappeared.’ archaeologist in piecing information of WWII on the children at
 To note connections and trends over time. together and creating a picture of the past. Cambridge Road.
Skills:  To establish the reasons behind the invasion. Skills:
 Understand our knowledge of the past is Skills:  Use evidence to ask questions
constructed from a range of sources.  Use sources of evidence to find out about and find answers about the past.
 Place events on a timeline. the past.
 Describe the main changes in this period of
history.
Year Viking and Anglo-Saxon struggle for the throne of Crime and Punishment
6 England
(Rule Britannia)
Knowledge: Knowledge:
 To understand what it was like to live in  To use evidence to compare crime and
Viking times. punishment through time.
  To place events and historical figures on a Skills:
timeline.  Describe different accounts of an historical
Skills: event, explaining some of the reasons why
 Use dates and terms accurately in the accounts may differ.
describing events.  To understand the concept of change over
 Use sources of information to form time.
testable hypothesis about the past.

Assessment:
Knowledge and skills highlighted in yellow will be the focus of assessment opportunities.