Welcome to History

How have toys changed over time?

Unit Sequence: This unit begins the journey of understanding the past. Pupils will go on to study other objects and places that are familiar to them before studying significant people and events.

Unit Scope: Pupils will study changes within living memory. Pupils will acquire historical knowledge whilst developing their use of historical concepts to build up a picture of the past. 

Core Knowledge: How to distinguish between old and new; An understanding of chronological order; How to order artefacts on timelines; How toys have changed over time – going back two generations; How the materials toys are made of can tell us how old they are; and How toys have changed due to technology – mechanical versus battery powered 

How has transport changed over time? 

Unit Sequence: This unit continues the journey of understanding the past. Pupils will go on to study other familiar objects and places, such as the seaside, before studying significant people and events. 

Unit Scope: Pupils will study changes within living memory. Pupils will acquire historical knowledge whilst developing their use of historical concepts to build up a picture of the past. 

Core Knowledge: How people used to travel in the past; How to compare and contrast old modes of transportation with how we travel today; An understanding of how technology has changed transport, focusing on different modes of transportation in land, sea and air; Significant events and people – the Wright brothers, Amelia Earhart; and How transport might change and what it could look like in the future 

Have we always liked to be beside the seaside? 

Unit Sequence: This unit continues the journey of understanding the past. Following this unit, pupils will go on to study significant people such as the British Monarchy from 1066 to the present day and events such as The Great Fire of London. 

Unit Scope: Pupils will study changes within living memory. Pupils will acquire historical knowledge whilst developing their use of historical concepts to build up a picture of the past. 

Core Knowledge: The coastlines of the UK, connections between physical geography and how the areas are used; How to identify how Britain’s beaches and seaside are used for recreation and tourism; The difference between seaside destinations now and in the Victoria era; and How the invention of the passenger locomotives made it easy for everyone to travel to the seaside. 

What lessons were learnt from the Great Fire of London?

Unit Sequence:  Prior to this unit pupils will have studied objects and places that are familiar to them such as toys, transport and travel and the seaside to develop an understanding the past. Pupils will have also studied significant people of the British Monarchy from 1066 to the present day. Following this unit, pupils will go on to study the lives of significant individuals in the past and evaluate the contributions they made nationally and internationally.

Unit Scope: Pupils will study an event beyond living memory that is significant nationally. Pupils will study the Great Fire of London, acquiring historical knowledge whilst developing their understanding of cause.

Core Knowledge: What London was like in 1666; The key events of the Great Fire of London; How we know about the Great Fire – the diary of Samuel Pepys; Why the fire spread so quickly; The damage the fire caused; How London changed after the fire; and Samuel Pepys and the importance of his diary of the Great Fire of London

Who made the biggest difference in the world?

Unit Sequence:  Prior to this unit pupils will have studied objects and places that are familiar to them such as toys, transport and travel and the seaside to develop an understanding the past. Pupils will have also studied significant people in the British Monarchy from 1066 to the present day and the significant event, the Great Fire of London. Following this unit, pupils will begin their chronological study of British history from the Stone, Bronze and Iron Age.

Unit Scope: Pupils will study the lives of significant individuals in the past who have contributed to national and international achievements. Pupils will acquire historical knowledge whilst developing their use of historical concepts to evaluate the significance of the individuals of the past.

Core Knowledge: What does ‘significant’ mean in historical terms; Understand the criteria of the five Rs - remarkable, remembered, resulted in change, resonant and revealing; The contributions that each of these individuals has made to society: Mary Seacole and Florence Nightingale, Edward Jenner, David Attenborough and Greta Thunberg

When was a better time to live – the Stone, Bronze or Iron Age?

Unit Sequence:  Prior to this unit pupils will have studied objects and places that are familiar to them such as toys, transport and travel and the seaside as well as significant people in the British Monarchy from 1066 to the present day and the significant event, the Great Fire of London, to develop an understanding the past. This is the first history unit of KS2 and the first unit of British history. The unit begins approximately 3000 years ago, before written records began. Following this unit, pupils will continue to study British history in chronological order until 1066: The Romans, the legend of King Arthur, Anglo-Saxons, Vikings and the Norman Conquest.

Unit Scope: Pupils will study the changes in Britain from the Stone Age to the Iron Age to develop their chronological understanding of British history. Pupils will acquire historical knowledge whilst developing their understanding of ‘continuity and change’ and ‘similarity and difference’.

Core Knowledge: What life was like in early Stone Age Britain – how people lived and who the people were; How life changed within Stone Age Britain – farming and a study of Skara Brae; How life changed in Bronze Age Britain – analysis of objects and a comparison with the Stone Age; How life changed in Iron Age Britain – the people and how they lived, a comparison with Bronze Age; and What Stonehenge tells us about prehistoric Britain – why it was built and how it was used

How did the Ancient Greeks leave their mark on the world?

Unit Sequence:  This is the first unit where pupils will study another civilisation. Pupils will be able to make contrasts between this unit and prehistoric Britain. This unit has been placed before the Romans as the Romans were heavily influenced by the Greeks. This unit is also placed after the study of Europe, so pupils will have some contextual understanding of where Greece is. Following this unit pupils will go on to study other world civilisations and peoples: The Maya, Baghdad in AD900 and the Ancient Egyptians.

Unit Scope: Pupils will study the achievements of the Ancient Greek civilisation, identifying their influence on the western world. Pupils will study Ancient Greece in depth, acquiring historical knowledge whilst developing their understanding of historical significance.

Core Knowledge: Learn about the first Greek civilizations – the Minoans and the Mycenae; Life in classical Greece; That Ancient Greece was separated into different city-states – including Athens and Sparta; and Greek democracy, the Olympics and Greek philosophers

Why were the Romans such successful conquerors?

Unit Sequence:  Prior to this unit pupils will have studied life in Britain from the Stone Age to the Iron Age. Following this unit, pupils will continue to study British history in chronological order until 1066: the legend of King Arthur, Anglo-Saxons, Vikings and the Norman Conquest.

Unit Scope: Pupils will study the Roman Empire and its impact on Britain to develop their chronological understanding of British history. Pupils will acquire historical knowledge whilst developing their understanding of cause. Pupils will classify the reasons for the successful Roman conquest of Britain into military, technological and social factors.

Core Knowledge: What the Roman Empire was; Identify why the Roman military were so successful; Compare the Roman soldiers, their tactics, weaponry and armour, to that of the ancient Celts; The resistance from Boudicca and her tribe (the Iceni); The building of Roman forts and Hadrian’s wall; Explore the lives of people in Roman Britain (including villas, roads and recreational life) and consider the idea that Romans offered a better or more comfortable of way of life from some perspectives

How remarkable were the Mayans?

Unit Sequence:  This unit provides the opportunity for pupils to study a civilisation from another continent and builds on their knowledge of a previously studied civilization, Ancient Greece. This unit falls between geographical studies of North and South America which provide pupils with additional context. The unit provides pupils with an insight into what life was like before the European invaders.
Prior to this unit, pupils will also have studied the Ancient Greeks. They will then go on to study other world civilisations and peoples: Baghdad in AD900 and the Ancient Egyptians.

Unit Scope: Pupils will study a non-European society that provides contrasts with British history. Pupils will study the Mayan civilization in depth, acquiring historical knowledge whilst developing their understanding of historical significance.

Core Knowledge: The Mesoamerica region - climate and conditions at the time; How people lived – the structure of Mayan society; Ancient Mayan beliefs; How they wrote, counted and told the time (calendars); Daily life – food and drink; The decline of the Maya – many factors including the arrival of European invaders; and Descendants of the Mayan people

King Arthur: was he a real king or a myth?

Unit Sequence:  Prior to this unit pupils will have studied life in Britain from the Stone Age to the Romans. Following this unit, pupils will continue to study British history in chronological order until 1066: the struggle between the Vikings and the Anglo-Saxons for control of England and the Norman Conquest.

Unit Scope: Pupils will study the period of British history after the Romans left, focusing on the life and legend of King Arthur. The pupils will develop their chronological understanding of British history and deepen their understanding of the different ways in which the past is represented. Pupils will acquire historical knowledge whilst developing their understanding of how and why different interpretations of the past may exist.

Core Knowledge: The withdrawal of the Romans from Britain in 410AD and the subsequent raids and invasions by the Anglo-Saxons; Who the historic Arthur was, where and when he lived (Romano-British war leader in the late 5th and early 6th century); Historic Arthur has proved impossible for historians to confirm – no archaeological evidence and other sources written down a long time after he lived; The legend of Arthur’s birth and early life (Tintagel, his father, Uther Pendragon); The legend of the sword in the stone and the lady in the lake; The legend of Camelot and the Round Table (knights and chivalry); The role of women in the Arthurian Legend (Queen Guinevere); The legend of Arthur’s downfall and death (Avalon, Mordred); When and why (purpose and audience) the sources of the legendary Arthur (Nennius, Geoffrey of Monmouth, Thomas Malory) were written (to entertain, to create ideals, role models, hope for better future); Motivations for inventing false links between a place and Arthur (financial); and The legacy of art & literature inspired by Arthur

In what ways did the Anglo-Saxons change life in Britain?

Unit Sequence:  Prior to this unit pupils will have studied life in Britain from the Stone Age to the Romans, including the departure of the Romans and the legend of King Arthur. Following this unit, pupils will continue to study British history in chronological order until 1066: the struggle between the Vikings and the Anglo-Saxons for control of England and the Norman Conquest.

Unit Scope: Pupils will study the invasion and conquest of Britain by the Anglo-Saxons following the departure of the Romans. The pupils will develop their chronological understanding of British history and analyse the ways that life in Britain was transformed by the Anglo Saxons. Pupils will acquire historical knowledge whilst developing their understanding of continuity and change. Pupils will examine the different types of change that occurred over time (linguistic, religious and legal).

Core Knowledge: Who the Anglo-Saxons were, how they lived and where they came from; How the dominant language of Britain became Anglo-Saxon (or Old English) and how this later developed into modern English; Recognising Anglo-Saxon root words in the placenames (including Hastings and East Sussex) and the names of Christian festivals and days of the week; Recognise the legacy of Anglo-Saxon language for literature (Beowulf); The mission of Augustine of Canterbury; How Christianity changed Britain; and Legacy of Anglo-Saxon law codes for crime and punishment today (juries, principle of compensation for wrongdoing, weregeld)

Savages, Settlers and Sagas: why can't historians agree about the Vikings?

Unit Sequence:  Prior to this unit pupils will have studied life in Britain from the Stone Age to the Anglo-Saxons. Following this unit, pupils will continue to study British history in chronological order until 1066: the Norman Conquest.

Unit Scope: Pupils will study Viking raids along the British coast and the broader struggle between the Vikings and the Anglo-Saxons for control of England. The pupils will develop their chronological understanding of British history and analyse how and why interpretations of the Vikings changed over time. Pupils will acquire historical knowledge whilst developing their understanding of historical interpretations.

Core Knowledge: Who the Vikings were and where they lived (Scandinavia); Reasons for the Viking raids and invasions; The Viking raid on the Lindisfarne monastery in 793AD; The Viking conquest of North and East England (the battle between Alfred the Great and Guthrum, Danelaw); and Interpretations of the Vikings from different periods of time and contexts, created for different purposes with different intended audiences

What was the Golden Age of Islam and how does it impact us today?

Unit Sequence:  This unit provides the opportunity to study a civilisation from another continent and expands their knowledge of those previously studied. Prior to this unit, pupils will have studied a series of world civilizations and peoples: The Ancient Greeks and The Maya. They will then go on to study the Ancient Egyptians in Year 6.

Unit Scope: Pupils will study a non-European society that provides contrasts with British history. Pupils will study Baghdad c. AD 900 in depth, acquiring historical knowledge whilst developing their understanding of historical significance.

Core Knowledge: How the round city of Baghdad was built; How Baghdad become a centre of learning (the House of Wisdom, Harun al-Rashid and al-Ma’mun); The legacy of Islamic mathematicians (al-Khwarizmi, the Arabic number system, algebra and algorithms); The legacy of Islamic scientists (al-Qasim, medicine, surgery, the Shammasiyah observatory, al-Sijzi, astronomy); The legacy of Islamic explorers (al-Idrisi, cartography, geography, ); Comparison of achievements in Baghdad to those in contemporary Europe to evaluate if Islamic Civilization was in a Golden Age; and The decline of the Islamic empire

The industrial revolution benefitted everyone. Do you agree?

Unit Sequence:  Prior to this unit, pupils should already have a secure understanding of British history from the Stone Age to the Anglo-Saxon and Viking period.
This unit expands pupils’ understanding of Britain’s History by studying a significant aspect of national history through the lens of a local history study. They explore the impact of the Industrial Revolution on different groups of people in Hastings. Following this unit, pupils will complete another local history study on the Battle of Hastings and go on to study another aspect of British History beyond 1066: WWII.

Unit Scope: Pupils will study an aspect of British history to extend their chronological knowledge beyond 1066. Pupils will study the Industrial Revolution in depth, acquiring historical knowledge whilst developing their understanding of similarity and difference.

Core Knowledge: Explain what Hastings was like before the industrial revolution; Understand the causes of the industrial revolution; Analyse the changes that happened in Hastings during the industrial revolution; Compare the impact of the industrial revolution on different people in Hastings; and Evaluate how different towns and cities changed because of the industrial revolution

Why do we still remember the Ancient Egyptians?

Unit Sequence:  Prior to this unit, pupils will have studied a series of world civilizations and peoples: The Ancient Greeks, The Maya and Baghdad in AD900. This unit is not in the chronological sequence. It is important for pupils to understand that history does not only happen sequentially and that everything they study does not come after what they have studied before.

Unit Scope: This unit provides the opportunity to study a civilisation from another continent and builds on their knowledge of those previously studied. Pupils will study in depth the achievements of one the earliest civilizations: Ancient Egypt. Pupils will acquire historical knowledge whilst developing their understanding of historical significance.

Core Knowledge: Where and when the Ancient Egyptians lived; The hierarchical nature of Ancient Egyptian society – pharaohs, priests, scribes, architects, craftsmen, farmers; The invention of written language (hieroglyphs) and paper (papyrus); The discovery of the Rosetta stone and its importance for the translation of hieroglyphs; Ancient Egyptian religious beliefs and practices – gods, afterlife and mummification; How the pyramids were built (Pyramids of Giza); and The discovery of Tutankhamun’s tomb and its treasures

Why did William the Conqueror win the Battle of Hastings?

Unit Sequence:  Prior to this unit, pupils should already have a secure understanding of British history from the Stone Age to the Anglo-Saxon and Viking period. This unit expands pupils’ understanding of Britain’s History by studying a significant aspect of national history through the lens of a local history study. Pupils will explore the Battle of Hastings in 1066. Following this unit, pupils will go on to study another aspect of British History beyond 1066: WWII.

Unit Scope: Pupils will study the invasion of Britain by the Normans following the death of Edward the Confessor. The pupils will develop their chronological understanding of British history and analyse the causes of William of Normandy’s victory at the Battle of Hastings. Pupils will acquire historical knowledge whilst developing their understanding of cause.

Core Knowledge: The strengths and weaknesses of Edward the Confessor; The claims of the three main contenders to the throne after the death of Edward the Confessor (Harold Godwinson, Harald Hardrada, William of Normandy); The nature and order of key events leading up to the Battle of Hastings (including the Battle of Stamford Bridge); The main events of the Battle of Hastings; The causes of William’s victory at the Battle of Hastings: Harold Godwinson’s weaknesses and mistakes, William’s good fortune, William’s excellent leadership skills and superior Norman tactics; and Evaluate and debate the most significant cause of William’s victory

Whose lives were changed by Word War Two?

Unit Sequence:  Prior to this unit, pupils should already have a secure understanding of British history from the Stone Age to the Battle of Hastings and of the Industrial Revolution. This unit is studied at this point in Y6 because World War II was a significant turning point in British History. The level of understanding required to access the historical knowledge is appropriate at this point in Y6. Following this unit, pupils will go on to study other aspects of British history beyond 1066 through a thematic study of the making of British democracy and the rights of the individual.

Unit Scope: Pupils will study an aspect of British history to extend their chronological knowledge beyond 1066. Pupils will study the Second World War in depth, acquiring historical knowledge whilst developing their understanding of similarity and difference.

Core Knowledge: The key events that led to the outbreak of WWII; The rise of Hitler to power and his actions 1933-1939; How the lives of children in Britain changed through evacuation; How people’s lives were changed by rationing; How the lives of Jewish people changed under the Nazi regime; and How the lives of women changed during and after WWIII