History Aims
The Rosary history curriculum will provide children with the opportunity to investigate and interpret the past, build an overview of local and world history, understand chronology and communicate historically. It is important that children understand and value their own identity and heritage and understand the process of change. This includes their cultural roots, as citizens of Saltley, Birmingham and the UK as members of a global society.
At the Rosary Catholic Primary School, we provide a rich and engaging History Curriculum. We encourage our children to investigate and report on the past through research and enquiry, as well as looking at a range of sources, which helps them to provide evidence of their findings.
Please see the History topics that will be covered over the year and also a list of websites that you can visit to research the topics further.
Please also encourage your children to look at other sources for information. For example: A visit to the Library to read books, newspapers and journals or visit to the local Museum or place of interest where they can engage with artefacts and other information from the past. Try to encourage your children to discuss what they have been learning in these topics as this will enable them to make further progress at home and in school.
Year 1 |
Theme |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
Term 1 Autumn |
Local History |
Joseph Chamberlain
business education politician government tax imports
|
Industrial Revolution
significant trading products population produced agricultural |
Matthew Boulton
business manufacturer steam engines mills minting factories |
Steam Engine
significant transportation turbine centuries vital locomotives consequence |
Shakespeare
playwright theme era literature treasured renaissance |
Term 2 Spring
|
Exploring the world |
Queen Victoria & British Empire
Monarch Monarchy Legacy Politics memorial |
Scott & Amundsen
expedition Antarctic South Pole hero explorers secret
|
Cook finds Australia
navigator explorer voyage captain
|
Sinking of Titanic
Luxury ship Iceberg First voyage Atlantic crossing disaster warnings
|
Columbus
Explorer civilisations centuries disease legacy colonised settlement |
Term 3 Summer |
Changing the World |
Gutenberg & Printing Press
significant communicate centuries scribes society pamphlets |
Radio
influential communicate navigation essential broadcast transmission |
WWW (Tim Berners-Lee)
World wide web internet communication influential significant |
First Flight / Wright Brothers
achievement sustained discoveries ancient centuries influential |
Moon Landing & Neil Armstrong
commander achievements breakthrough plaque exploration lunar achievement exploration rivals orbit |
Year 2 |
Theme |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
Term 1 Autumn |
London |
The Gunpowder Plot
Houses of Parliament conspirators persecuted centuries government treason |
Guy Fawkes
decades congested flammable architects eyewitness extract |
The Plague
Ancient outbreak centuries eyewitness chronicles |
Samuel Pepys
diary account deteriorate |
The Great Fire of London
decades congested flammable architects eyewitness extract |
Term 2 Spring
|
War & Conflict |
Battle of Camp Hill battle of Birmingham parliamentarians royalists civil war
|
King Harold Battle of Hastings conquest descendants retreat sources tapestry |
WWI & Armistice Day Conditions destruction assassination invaded army treaties armistice |
WWII influences decades evacuated propaganda atomic declaration dispute rationing |
Winston Churchill Prime minister conservative Britain speeches leader victory |
Term 3 Summer |
Women who shaped the world |
St Teresa of Calcutta missionaries nun unfortunate charity admired |
The Suffragettes Suffragettes law decade hunger strike politics elections campaigning |
Rosa Parks Activist segregation significant legacy boycott |
Mary Seacole nurse traveller heroine medals medicine
-Link to Florence Nightingale |
Queen E II as the longest serving monarch monarch coronation decade government political |
Year 3 |
Time sequence taught |
Vocabulary |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
The Stone Age & Bronze Age |
Autumn |
ancestors consequence climate nomadic communal historical sources archaeologist identities density sophisticated preoccupied processions societies ancient trade custom hoard approximately technology states irrigation communication extracting preserved intricate
|
Stone Age Location Settlements
|
Artefacts Food and farming Tools
|
Artefacts Beliefs Archeologists
|
Bronze Age Travel and exploration Location Settlement
|
Artefacts Beliefs
|
The Iron Age |
Spring |
conquest significant influential legacy fortified dominant fortifications inhabited surplus |
Iron Age hill forts
|
Tribal kingdoms
|
Farming
|
Arts/culture/ society
|
Conflict
|
Romans
|
Summer |
turmoil frontiers territory constitution dictator assassinated territory economy importing exporting prosperous acknowledged territories emperor sanitation resistance archaeologists preservation erosion mosaics construction architects |
Invasion
|
Boudicca’s Rebellion
|
Hadrian’s Wall
|
Religion: Gods and Goddesses
|
Roman impact on Britain – What did they leave behind?
|
Year 4 |
Time sequence taught |
Vocabulary |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
The Anglo-Saxons and Scots |
Autumn |
descendants conquered stability collapse chaos upheaval independent allegiance medieval legacy Christianisation pagan literature |
Invaders and conflict |
Settlement
|
Kingdoms and conquest
|
Artefacts and cultures
-Sutton Hoo -Staffordshire Hoard |
Conversion to Christianity
|
The Vikings |
Spring |
Scandinavia explorers colonized evidence raid reputation colonization volatile descendant |
Who were the Vikings?
Viking Sailors, traders and raiders |
Resistance by Alfred the Great and Athelstan, first king of England
-Was he ‘so’ great?
|
Viking raids on Monasteries.
(Monks views in comparison to the Raiders)
|
Laws and justice
|
Edward the Confessor and his death in 1066 |
Ancient Egyptians |
Summer |
Influential fertile irrigation immortality rituals decipher canopic jars sarcophagus mummy temples engineering architects commemorate achievements afterlife preserve essential embalmed eternity pharaoh |
Society
|
Conflict
|
Food and farming/ Inventions
|
Beliefs and burials
|
Artefacts/ Rosetta Stone
|
Year 5 |
Time sequence taught |
Vocabulary |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
The Ancient Greeks |
Autumn |
democracy citizens philosophy civilisations characteristic features democratic generation demigods techniques amphoras lekythos friezes acoustics engineering |
Settlement and architecture
(Compare with Ancient Egyptians) |
Society Civilisation and government
(Compare with Ancient Egyptians) |
Life/ Olympics/ Artefacts
|
Famous Greek thinkers
|
Myths and legends/ religion
|
Victorians
|
Spring |
empire poverty revolution consequence law conditions innovations workforce economy representation parliament exploration uncharted missionaries achievements
|
Life in Victorian times.
|
Factories
|
Technology
What was created? Who by?
|
The British Empire
|
Use a timeline to identify significant events in the Victorian era
|
Tudors |
Summer |
monarch medieval legacy reformation alliance heir rebellion parliament military devout civil war prosperity flourish philosophy expedition |
The Battle of Bosworth
|
Religion – Henry V111
|
Family Tree
|
Queen Elizabeth 1
|
Tudor Monarchs
|
Year 6 |
Time sequence taught |
Vocabulary |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
The Maya |
Autumn |
abandoned over population uninhabitable traditions irrigation terracing architects agriculture expansion yields sacrifice ceremony anthropologists innovations codices codex conquistadors |
Location Settlement
|
Food/ farming
(Link to Ancient Egytpitans) |
Religion/ compare and contrast with own religion
|
Writing Artefacts
(Link to Ancient Egytpitans) |
Why did the civilisation collapse?
|
WWII & Impact |
Spring |
Communism significant influences decades evacuated evacuation propaganda amphibious Blitz atomic Holocaust legacies declaration dispute rationing |
Why did WW11 occur?
|
Battles
|
Key figures
|
The impact of WW11
|
War time Saltley
|
Saltley & Immigration – local study |
Summer |
local immigration Irish Catholic Pakistan Bangladesh Islamic Muslim Christian inner-city Adderley Industrial Parish densely populated railway Saltley Gate terraced houses Saint Peter’s College Push factors |
Saltley and Its Origins
|
Industry/ Travel
|
Immigration
|
The Battle of Saltley
|
Local places of importance e.g. The Rosary Catholic Primary School/ Saint Peters College.
|