KS1

Term 1

Term 2

Term 3

Term 4

Terms 5 & 6

Year

1/2

Change For The Better?

What Have they taught Us?

Where Would We Be Without Water?

Healthy Body, Healthy Minds

Our Beautiful World

        A

Is transport better now than when our grandparents were small? – How have cars and trains developed?

How did Rosa Parks’ simple act of bravery and defiance on the bus help black people in America?

How did Louis Braille’s invention of Braille help blind people to read?   

Would you like to be the first? - Christopher Columbus and Neil Armstrong – Where did they explore? What qualities does a good explorer need?

        B

How did the Great Fire change London? – use of building materials, spacing between buildings, installation of fire hydrants, improvements in the fire service

How did Mary Seacole overcome unfairness and racial discrimination?

What improvements have been made since the sinking of the Titanic? – enough lifeboats for everyone on board, lifeboat drills, improvements in ship design, 24hr sea and coastal radio stations

What can we find out about the 3 ‘B’s in Reading? - Bulbs, Biscuits and Bricks. Why were these important to the growth of Reading and EP Collier school?

Key skills

• Compare and identify similarities and differences between ways of life in different periods
• To describe memories of key events in lives
• Ask and answer questions to find out about the past – Why?, What?, Who?, How?, Where?, When?
• Select parts of stories and other sources to demonstrate knowledge and understanding of key features and events
• Identify different ways in which knowledge about the past is represented
• To sequence events or objects in chronological order, being able to place them on a time line
• Use vocabulary related to the passing of time; past, present, older, newer, yesterday, last week, last month, last year, several years ago, many years ago, before, recently

LKS2

Term 1

Term 2

Term 3

Term 4

Terms 5 & 6

Year

3/4

Change For The Better?

What Have they taught Us?

Where Would We Be Without Water?

Healthy Body, Healthy Minds

Our Beautiful World

A

Were people bored before computers and TVs were invented? What did they do? (Leisure and Entertainment in Britain beyond 1066)

 What did Martin Luther King teach us about fairness?

The Anglo-Saxons’ use of natural resources and Redda’s village – Food, water and wood

B

Latin, concrete, roads and the calendar – would Britain be the same today without the Roman Empire?

Overcoming Racism – Lonnie Johnson

Ancient Egyptian Engineering – The use of ramps and levers in the building of the pyramids and use of shadufs

Key skills

• To place, artefacts and historical figures on a time line using dates
• To understand the concept of change over time, representing this, along with evidence on a time line
• To make connections, draw contrasts and analyse trends looking for links and effects
• Ask perceptive questions
• To use a range of historical sources distinguishing between their usefulness
• To use historical appropriate vocabulary and terminology; dates, time period, decade, century, era, change, chronology, current, continuity, legacy, BC/BCE, AD/CE,  
• Identify reasons for and results of people’s actions offering a reasonable explanation for some events
• Choose relevant materials to present a ‘picture’ of the past, displaying findings in a variety of ways
• Understand connections between short and long-term time scales

UKS2

Term 1

Term 2

Term 3

Term 4

Terms 5 & 6

Year

5/6

Change For The Better?

What Have they taught Us?

Where Would We Be Without Water?

Healthy Body, Healthy Minds

Our Beautiful World

A

The Kingdom Of Benin – The building of an empire

What is the historical significance of the Reading Black History Mural?

Stonehenge – Bronze Age religion, technology and travel

B

Vikings and Anglo Saxon struggle for the Kingdom of England – raids, invasion and resistance

Inspirational Quotes – Black History Month

‘Seekers and Lovers of Wisdom’ - Ancient Greek Philosophers 

Key skills

• Place current topic of study on a time line in relation to previous periods of study
• Think critically weighing evidence and sifting arguments
• Begin to understand about beliefs, behaviour and characteristics of people recognising that not everyone shares the same views and feelings
• Compare and contrast accounts of events from different perspectives, offering some explanations for different versions of events
• Understand terms such as; empire, civilisation, parliamentary and peasantry
• Understand historical concepts such as continuity, change, cause and consequence
• Understand connections between local, regional, national and international history
• Link sources and work out how conclusions were arrived at
• Consider ways of checking the accuracy of interpretations – fact, fiction or opinion?
• Use the library/internet confidently for research