|
|
Humanities - History |
HUMANITIES (HISTORY) CURRICULUM OVERVIEW
| GRADE/YEAR |
KEY AREAS OF STUDY |
| KG1/Reception Year |
N/A |
| KG2/Year1 |
HOMES, SEASIDE, HOLIDAYS AND CLOTHES. HOW ARE OUR TOYS DIFFERENT FROM THOSE IN THE PAST?- similarities and differences, old and new. WHAT WERE HOMES LIKE A LONG TIME AGO?- learn about life at a time beyond living memory. WHAT WERE SEASIDE HOLIDAYS LIKE IN THE PAST?- develop an understanding of chronology and look at a variety of sources of information. |
| Grade1/Year2 |
LIVES OF SIGNIFICANT MEN, WOMEN AND CHILDREN. PAST EVENTS. WHY DO WE REMEMBER FLORENCE NIGHTINGALE?- her work and legacy. HOW DO WE KNOW ABOUT THE GREAT FIRE OF LONDON?- or/and the study of other famous events. WHAT ARE WE REMEMBERING ON REMEMBRANCE DAY?- origins and significance. |
| Grade2/Year3 |
ROMANS, ANGLO-SAXONS AND TUDORS. LOCAL HISTORY. WHY HAVE PEOPLE INVADED AND SETTLED IN BRITAIN IN THE PAST? A ROMAN CASE STUDY- effects, artefacts, sites. AN ANGLO-SAXON CASE STUDY- archaeologists and culture. WHAT WERE THE DIFFERENCES BETWEEN THE LIVES OF THE RICH AND THE POOR PEOPLE IN TUDOR TIMES?- characteristics features of society. WHAT WAS IT LIKE TO LIVE HERE IN THE PAST?- enquiry based approach to a local study. |
| Grade3/Year4 |
WORLD HISTORY-ANCIENT EGYPTIANS, VIKINGS, LIFE IN TUDOR TIMES. WORLD WAR 2. A VIKING CASE STUDY- how the Viking influence spread, monasteries. WHY DID HENRY 8TH MARRY 6 TIMES?- finding out about the Tudors. WHAT WAS IT LIKE FOR THE CHILDREN IN THE 2ND WORLD WAR? the effects of war- then and now, evacuation, experiences, prevention. WHAT CAN WE FIND OUT FROM ANCIENT EGYPT FROM WHAT HAS SURVIVED?- archaeological discoveries, characteristic features of the society, different ways of presenting. |
| Grade4/Year5 |
VICTORIAN BRITAIN. TUDOR EXPLORATION. LIFE IN BRITAIN SINCE 1948. WHAT WAS IT LIKE FOR CHILDREN LIVING IN VICTORIAN BRITAIN?- attitudes towards children, the concept of change. HOW DID LIFE CHANGE IN THE VICTORIAN TIMES?- reasons for and results of changes. HOW HAS LIFE IN BRITAIN CHANGED SINCE THE END OF THE 2ND WORLD WAR? - investigate in depth one aspect of change. WHAT WERE THE EFFECTS OF TUDOR EXPLORATION?- impact of exploration, results of and reasons for, trade. |
| Grade5/Year6 |
WORLD HISTORY. GREECE. INDUS VALLEY. FAMOUS PEOPLE. WHO WERE THE ANCIENT GREEKS?- battles, worship, theatre, Olympic Games. HOW DO WE USE ANCIENT GREEK IDEAS TODAY?- alphabet, thinking, modern day Olympics. HOW CAN WE FIND OUT ABOUT THE INDUS VALLEY CIVILISATION?- archaeological sources, ideograms. WHAT CAN WE LEARN ABOUT RECENT HISTORY FROM STUDYING THE LIFE OF A FAMOUS PERSON?- social, cultural changes and the significant impacts of these, significant contributions, controversial figures. |
| Grade 6/Year 7 |
INVASION, PLAGUE AND MURDER-BRITAIN 1066-1500. WHAT'S IT ALL ABOUT?- HOW DID MEDIEVAL MONARCHS KEEP CONTROL?- church or state?, succession. HOW HARD WAS LIFE FOR MEDIEVAL PEOPLE IN TOWN AND COUNTRY?- Black Death, the Peasants Revolt, Domesday Book. HOW DID THE MEDIEVAL CHURCH AFFECT PEOPLE'S LIVES?-pilgrimages. |
| Grade 7/Year 8 |
INDUSTRY, REFORM AND EMPIRE-BRITAIN 1750-1900. INDUSTRIAL CHANGES, ACTION AND REACTION- changes through agriculture, industry, transport, industrialisation. SNAPSHOT 1900 WHAT WAS BRITISH MIDDLE CLASS LIFE LIKE?- housing, occupations, leisure, education, income/expenditure. THE BRITISH EMPIRE- how and why Britain acquired a worldwide empire, trade, exploration, war, conquest. THE FRANCHISE/VOTING- female suffrage, universal male suffrage, perception of women. 20TH CENTURY MEDICINE- discoveries and impact. |
| Grade 8/Year 9 |
TECHNOLOGY, WAR AND IDENTITY. A WORLD STUDY AFTER 1900. THE POLITICAL HISTORY OF IRELAND- partition, key events, peace process. WW1, WW2 AND THE COLD WAR- links and connections, impact of conflicts. WHY THE HOLOCAUST HAPPENED- develop understanding of historical concepts, cause and consequence, persecution, the final solution, ghettos, Anne Frank. |
| |
|
Top