| Year 1/2
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Autumn A
Why is Richmond Special? |
Spring A
What’s it made of and why?
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Summer A
How do people tell their stories? |
Autumn B
How do I care for my body and mind? |
Spring B
What makes a good home? |
Summer B
Why is our environment precious? |
| Chronology | Know how the local area is different from the way it used to be a long time ago.
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Recognise and use a timeline. | Order a number of artefacts by age
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Use dates to talk about people or events from the past.
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Know where the events they study fit within a chronological framework
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Use dates to talk about people or events from the past. |
| Characteristic features
of period/society studied |
Know significant historical events, people and places in their own locality -
Castle, Alan Rufus
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Know what toys and games their parents and grandparents played with.
Know about aspects of childhood when their parents and grandparents were young.
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Know about an event or events that happened long ago, even before their grandparents were born - Great Fire of London | Know about a famous historical event or place from outside of the UK and explain why they are famous –The Moon Landing &
Neil Armstrong |
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| Historical concepts
Continuity and change Cause and consequence Significance Similarities& differences
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Know some parts of/buildings in Richmond have stayed the same and some have changed.
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Know the main similarities differences between their lives and that of their parents and grandparents
(e.g. school, home, toys)
Know that the toys their parents and grandparents played with were often different to their own but that some toys and games are still played today. |
Understand that the holidays their grandparents had were different from their own.
Understand how travel and transport have changed where people holiday.
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Name 2 famous people and explain why they are famous
-Florence Nightingale and Mary Seacole
Compare aspects of life in different time periods
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Recognise why people did things, why events happened and what happened as a result.
Know what we use today instead of a number of older given artefacts (Fire service/equipment) |
Know the significance of Neil Armstrong
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| Historical Enquiry
Evidence &interpretation. How and why contrasting views arise |
How has the Richmond changed over time?
Use old photographs of Richmond to identify changes in the local area.
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Identify different ways in which the past is represented.
Ask and answer questions using sources to show their understanding |
To research the life of a famous person using different sources to help me.
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Did the Great Fire make London a better or worse place?
Understand some of the in which we find out about the past and identify different ways it is presented.
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| Perspective
Connections local/national/ international Cultural, economic, military, political, religious and social |
Find out about the past by talking to an older person
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Know some popular holiday places locally, nationally and internationally in the past and today | Know different countries involved in space exploration.
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| Year 3/4
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Autumn A
Why is Richmond special? |
Spring A
What is beneath us and why does it matter? |
Summer A
How do we get our message across? |
Autumn B
How do I care for my body and mind?
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Spring B
Why is history worth knowing? |
Summer B
How can I have my say? |
| Chronology | Order buildings in the in the local area according to when they were built.
Know when the Georgian period is on time line in relation to other periods of history studied. |
Use a timeline within a specific time in history to set out the order things happened.
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Understand the concept of changes of time, representing this, along with evidence on a timeline.
Create timelines which outline the development of crime and punishment |
Name and place on a timeline some of the advanced societies that were in the world around 3000 years ago
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Place events, artefacts and historical figures on a timeline using dates.
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| Characteristic features
of period/society studied |
Know key features of Georgian architecture and entertainment | Know characteristic features of Ancient Greece, including ideas, beliefs, attitudes and experiences of men women and children. | Know that punishments for rich and poor were often different. | Know about the key features of Ancient Egypt
Know about the gods and beliefs of Ancient Egypt
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Know about at least one famous Roman emperor.
Know there was resistance to the Roman occupation and know about Boudicca |
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| Historical concepts
Continuity and change Cause and consequence Significance Similarities& differences
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Know how building use has changed over time.
Observe the effect of Georgian architecture on Richmond today Know what life was like in Georgian times compared to today. |
Know what happened at the Battle of Marathon and the events that happened after
Compare life in Athens and Sparta
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Know how crime and punishment changed from Roman times to the present day
Know why there were certain crimes and punishments in different time periods
To make comparisons between historical periods |
Know about the significance of the River Nile to development of Ancient Egyptian civilisation | Know how Britain changed from the Iron Age to the end of the Roman occupation
Identify similarities and differences between the Romans and the Celts
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| Historical Enquiry
Evidence &interpretation. How and why contrasting views arise |
Which periods in history have had the most impact on Richmond?
Identify and use different types of evidence
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Why are there so many version of the Battle of Marathon?
Analyse and discuss different sources.
Understand why different versions of historical events may occur. |
Use evidence to ask questions and find answers to questions in the past.
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Did slaves build the pyramids?
Use more than one source of evidence to gain a more accurate understanding of history
Analyse and discuss different forms of evidence.
Recognise the part that archaeologists have in helping us understand more about the past. |
Use more than one source of evidence to gain a more accurate understanding of history
Compare and contrast different forms of evidence
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| Perspective
Connections local/national/ international Cultural, economic, military, political, religious and social
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Know certain places in our locality have national and international significance. | Know how crime and punishment of the past has influenced our justice system today | Know that life in Britain at this time was very different to Ancient Egypt. | Know how the Roman occupation of Britain changed and helped to advance British society
Give reasons why the Romans wanted to invade Britain. |
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| Year 5/6 | Autumn A
Why is Richmond special?
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Spring A
Where does it come from and where does it go?
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Summer A
How do words make us feel? |
Autumn B
How do I care for my body and mind? |
Spring B
What legacy will I leave behind? |
Summer B
What makes a colourful world? |
| Chronology | Chronology of the castle and it’s changing usage
(Georgian period tourist attraction – painted by famous artists, Victorian barracks, conscientious objectors)
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Use a timeline to show when the Anglo-Saxons were in England
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Understand that that the Stone Age, Bronze Age and Iron Age have a larger duration period than remainder of British history.
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Create an overview of where and when the first civilizations appeared and how they relate to each other
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Use dates and historical terms accurately when describing events |
| Characteristic features
of period/society studied |
Know about life in Norman times and the feudal system | Know that during the Anglo-Saxon period Britain was divided into many kingdoms
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To know where the Vikings originated from and key aspects of Viking life
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Know how people in Britain lived during the Stone, Bronze and Iron
Know what is meant by hunter-gatherers |
Know about, and name, some of the advanced societies that were in the world around 3000 years ago
(Ancient Egypt, Ancient Sumer, Indus Valley, Shang Dynasty)
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| Historical concepts
Continuity and change Cause and consequence Significance Similarities& differences |
Know how the lives of wealthy people were different from lives of poorer people during this time
Know how the use of the castle has changed over time |
Know about how the Anglo-Saxons attempted to bring about law and order into the country
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Know about Anglo-Saxon kings during the Viking period
Know why the Vikings frequently won battles with the Anglo-Saxons
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Know how Britain changed between the beginning of the Stone age and the Iron age
Identify and describe reasons for, and the results of events and changes
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Know and compare some of the achievements of the earliest civilizations
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Know about the impact of the Mayan civilization
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| Historical Enquiry
Evidence &interpretation. How and why contrasting views arise |
How can the Castle tell us about Richmond’s history?
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Who was buried at Sutton Hoo?
Make inferences from artefacts
Realise the difficulty of being certain in history when using artefacts.
Give more than one reason to support a historical argument |
Know interpretations can only be made on what is known about a period of time.
Recognise concepts of history can change when new evidence is found.
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What can we learn about life in the Stone Age from a study of Skara Brae?
Recognise that the past is represented and interpreted in different ways and give reasons for this
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Use a wide range of sources of evidence to deduce information about the past.
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| Perspective
Connections local/national/ international Cultural, economic, military, political, religious and social
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Identify other local castles in the area. Why were so many built in North Yorkshire at this time? | Know that the way the kingdoms were divided led to the creation of some of our country boundaries today | Identify Viking place names | Know that during this time in Britain there were more advanced societies in the world. | Know why the Mayans were considered an advanced society in relation to the period of time in Europe
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