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Years 2/3

Knowledge and skills taught over a 2 year rolling programme 

Knowledge overview


Dinosaurs and prehistoric animals

Stone Age

Bronze Age

Iron Age


Pre- history to lay the foundations of how the world has changed and evolved giving pupils context.

Changes in Britain from Stone Age to Iron Age..hunter gatherers and early farmers e.g Skara Brae, Bronze Age, Iron Age hill forts, farming, tribal kingdoms, culture and religion.

Events beyond living memory that are significant.

The lives of significant individuals who have contributed to national or international achievements  e.g Mary Anning,  Neil Armstrong,


Significant historical events, people and places in locality e.g. Elgar, Worcester, Cadbury’s, rivers and canals

Local history study


Events beyond living memory that are significant nationally or globally


World Leaders, Democracy, Suffrogets

The Roman Empire and its impact on Britain

Britain’s settlement by Anglo-Saxons and Scots

The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Moon landing, discovering America, Henry VIII, Stuarts (including Great Fire of London) Global Warming




Chronological Understanding: (2) Sequence artefacts closer together in time-check with reference book, sequence photographs from different periods of their life, describe memories of key events in lives.

(3)Place time studies on a time line, use dates and terms related to the study unit and passing of time, sequence several events or artefacts.


Historical Knowledge: (2) Recognise why people did things, why events happened and what happened as a result, identify differences between ways of life at different times. (3) Find out about everyday lives of people in time studies, compare with our life today, identify reasons for and results of people’s actions, understand why people may have wanted to do something.


Interpretations of history: (2) Compare 2 versions of a past event, compare pictures or photographs of people or events in the past, discuss reliability of photos/ accounts/ stories. (3) Identify and give reasons for different ways in which the past is represented, distinguish between different sources –compare different versions of the same story, look at representations of the period –museum, cartoons etc.


Historical Enquiry: (2) Use a source-observe or handle sources to answer questions about the past on the basis of simple observations (3) Use a range of sources to find out about a period, observe small details-artefacts, pictures, select and record information relevant to the study, begin to use the library and internet for research.


Organisation: Communicate through discussion, drawing pictures, drama, making models, writing and ICT