How does the Oxford International Primary History series Oxford

International
Primary
meet the aims of the English National Curriculum History

English National Oxford International Unit title Unit objectives Skills covered
Curriculum Primary History
Subject content Book and Unit
KEY STAGE 1 Pupils should be taught about:
Changes within living Book 1, Unit 1 My history Talk about history as a study of the Identify similarities and differences between ways of life in different periods
memory. Where past Use words and phrases relating to the passing of time
appropriate, these Describe how you have changed over Know where the people and events they study fit within a chronological frame-
should be used to time work
reveal aspects of Describe how you have stayed the Use a wide vocabulary of everyday historical terms
change in national life same Understand some of the ways we find out about the past
Talk about how you are similar to
and different
from other people
Book 1, Unit 2 What were Compare old and modern houses Identify similarities and differences between ways of life in different periods
houses like long Order household objects in order on Places in their own locality
ago? a timeline Use a wide vocabulary of everyday historical terms
Describe how houses have changed Know where the people and events they study fit within a chronological frame-
over time work
Use common words and phrases relating to the passing of time
Book 2, Unit 1 Toys and games Compare old and modern toys and Understand some of the ways we find out about the past
over time games Identify similarities and differences between ways of life in different periods
Describe how toys and games have Use words and phrases relating to the passing of time
changed Know where the people and events they study fit within a chronological frame-
Explain why toys and games have work
changed Know and understand key features of events
Put toys and games in order on a
timeline
Events beyond living Book 2, Unit 3 Air and space Describe how air travel developed Understand some of the ways we find out about the past
memory that are travel (including over time Significant places in their own locality
significant nationally or the first airplane Compare old and modern airplanes
globally flight, first space Use words and phrases relating to the passing of time
flight, first moon Discuss important events in the Know where the people and events they study fit within a chronological
landing) history of air and space travel framework
English National Oxford International Unit title Unit objectives Skills covered
Curriculum Primary History
Subject content Book and Unit
The lives of significant Book 1, Unit 3 Three brave Describe the lives of three explorers Understand some of the ways we find out about the past
individuals in the explorers Compare three different explorers Identify similarities and differences between ways of life in different periods
past who have (Ibn Butatta, Talk about different ways we Use words and phrases relating to the passing of time
contributed to national Christopher remember the past Know where the people and events they
and international Columbus,
achievements Edmund Hillary)
Book 2, Unit 2 Three English Talk about the reigns of three English Know where the people and events they study fit within a chronological
queens (Queen queens framework
Elizabeth I, Queen Compare three different English Identify similarities and differences between ways of life in different periods
Victoria, Queen queens
Elizabeth II) Compare life at different times in the
past
Significant historical Book 1, Unit 3 Three brave Describe the lives of three explorers Understand some of the ways we find out about the past
events, people and explorers Compare three different explorers Identify similarities and differences between ways of life in different periods
places in their own (Ibn Butatta, Talk about different ways we Use words and phrases relating to the passing of time
locality events, people Christopher remember the past Know where the people and events they study fit within a chronological
and places in their own Columbus, framework
locality Edmund Hillary)
Book 2, Unit 3 Air and space Describe how air travel developed Understand some of the ways we find out about the past
travel (including over time Significant places in their own locality
the first airplane Compare old and modern airplanes Use words and phrases relating to the passing of time
flight, first space Discuss important events in the Know where the people and events they study fit within a chronological
flight, first moon history of air and space travel framework
landing)

KEY STAGE 2 Pupils should be taught about:

Changes in Britain from Book 3, Unit 1 From hunter- Discuss how people lived long ago Using evidence and source work
the Stone Age to the gatherers to Explore how people first began Historical enquiry
Iron Age village people farming Chronological understanding
Discuss similarities and differences Understanding diversity
between life in the past and life now Change and continuity
Explain how we use evidence to find Cause and consequence
out about Stone Age people Significance
Interpretations
Making links/connections
Exploring similarities and differences

2
English National Oxford International Unit title Unit objectives Skills covered
Curriculum Primary History
Subject content Book and Unit
Book 3, Unit 2 The Metal Ages Talk about how people lived in the Using evidence and source work
Bronze Age and the Iron Age Historical enquiry
Describe how people first began Chronological understanding
making things from metal Understanding diversity
Discuss similarities and differences Change and continuity
between life in the past and life in the Cause and consequence
present day
Significance
Explain how we use evidence to find
Interpretations
out about people from prehistoric
times Making links/connections
Exploring similarities and differences
The Roman Empire and Book 4, Unit 3 Ancient Rome Explore who the Ancient Romans Using evidence and source work
its impact on Britain were Historical enquiry
Compare different ways in which Chronological understanding
Ancient Rome was ruled Understanding diversity
Explain why the Romans were so Change and continuity
successful at creating an empire Cause and consequence
Analyse and describe everyday life in Significance
Ancient Rome
Interpretations
Consider the influence of Ancient
Making links/connections
Rome on other civilisations
Exploring similarities and differences
Book 5, Unit 1 Roman Invasion Explore how and why the Romans Using evidence and source work
invaded new lands Historical enquiry
Describe what life was like in the Chronological understanding
Roman army Understanding diversity
Explain how the Romans built their Change and continuity
forts and towns Cause and consequence
Describe what a Roman house looked Significance
like
Interpretations
Evaluate reasons why the Roman
Making links/connections
Empire declined
Exploring similarities and differences

3
English National Oxford International Unit title Unit objectives
Curriculum Primary History
Subject content Book and Unit
Britain’s settlement by Book 5, Unit 2 The Anglo- Explain who the Anglo-Saxons were
Anglo-Saxons and Scots Saxons Explain who ruled the Anglo-Saxons
Describe what life was like in an
Anglo-Saxon village
Recall achievements that the Anglo-
Saxons are known for
Outline how the Anglo-Saxons and
the Vikings are linked
The Viking and Anglo- Book 6, Unit 1 The Vikings Explain who the Vikings were
Saxon struggle for the Recall how, why and where the
Kingdom of England to Vikings travelled
the time of Edward the Describe how the Vikings were ruled
Confessor Recall what life was like in a Viking
village
Describe the achievements that the
Vikings are known for
A local History Study Book 3, Unit 4 A history of Explore how different forms of
– a study over time; a communication communication have changed over
study of an aspect of time
history Explain how different forms of
historical evidence are used
Examine significant people and
events in the history of
communication
Analyse and describe important
changes in
communication and their effects
Skills covered
Using evidence and source work
Historical enquiry
Chronological understanding
Understanding diversity
Change and continuity
Cause and consequence
Significance
Interpretations
Making links/connections
Exploring similarities and differences
Using evidence and source work
Historical enquiry
Chronological understanding
Understanding diversity
Change and continuity
Cause and consequence
Significance
Interpretations
Making links/connections
Exploring similarities and differences
Using evidence and source work
Historical enquiry
Chronological understanding
Understanding diversity
Change and continuity
Cause and consequence
Significance
Interpretations
Making links/connections
Exploring similarities and differences
4
English National Oxford International Unit title Unit objectives Skills covered
Curriculum Primary History
Subject content Book and Unit
Book 4, Unit 4 A history of Explore the terms ‘recreation’ and Using evidence and source work
leisure and ‘leisure time’ Historical enquiry
recreation Identify different forms of recreation Chronological understanding
over time Understanding diversity
Describe ways in which recreation Change and continuity
and leisure time have changed Cause and consequence
Compare and contrast different forms Significance
of recreation over time
Interpretations
Making links/connections
Exploring similarities and differences
Book 5, Unit 4 A history of Explain why the invention of the Using evidence and source work
transport wheel was so important Historical enquiry
Discover what methods of transport Chronological understanding
were common before the wheel Understanding diversity
Explore how transport and trade are Change and continuity
linked Cause and consequence
Explain the impact of technology on Significance
transport
Interpretations
Examine how developments in
Making links/connections
transport have changed people’s lives
Exploring similarities and differences
A study of an aspect Book 6, Unit 2 The Age of Recall what the ‘Golden Age’ means Using evidence and source work
or theme in British Discovery and Explain how trade and ideas spread Historical enquiry
history that extends Exploration before the Age of Chronological understanding
pupils’ chronological Discovery and Exploration Understanding diversity
knowledge beyond Analyse why there was an Age of Change and continuity
1066 Discovery and Exploration Cause and consequence
Recall some of the key voyages at Significance
this time Interpretations
Describe what life was like on a ship Making links/connections
at this time
Exploring similarities and differences

5
English National Oxford International Unit title Unit objectives Skills covered
Curriculum Primary History
Subject content Book and Unit
Book 6, Unit 3 The Tudors Explain what it was like to live in Using evidence and source work
Tudor times Historical enquiry
Describe what a Tudor town looked Chronological understanding
like Understanding diversity
Recall why and where the Tudors Change and continuity
began to explore and trade Cause and consequence
Explain how England changed in Significance
Tudor times
Interpretations
Making links/connections
Exploring similarities and differences
Book 6, Unit 4 The story of Explain who first settled in London Using evidence and source work
London and why Historical enquiry
Describe how and why London grew Chronological understanding
so rapidly Understanding diversity
Recall how plagues, fires and Change and continuity
invasions had a major impact on Cause and consequence
London
Significance
Explain the history behind some of
Interpretations
London’s most famous
Making links/connections
buildings
Exploring similarities and differences
Summarise how London has changed
and continues to
develop
The achievements of Book 3, Unit 3 Early civilisations Describe some inventions from early Using evidence and source work
the earliest civilisations (Sumer, Indus civilisations Historical enquiry
Valley, Shang Talk about how people lived in early Chronological understanding
Dynasty) civilisations Understanding diversity
Discuss similarities and differences Change and continuity
between life in early civilisations Cause and consequence
Describe some evidence that helps us Significance
know about early civilisations
Interpretations
Making links/connections
Exploring similarities and differences

6
 English National Oxford International Unit title Unit objectives Skills covered
Curriculum Primary History
Subject content Book and Unit
Book 4, Unit 1 Ancient Egypt Explain the importance of the River Using evidence and source work
Nile in Ancient Egypt Historical enquiry
Analyse the structure of Ancient Chronological understanding
Egyptian Understanding diversity
society Change and continuity
Assess daily life and work in Ancient Cause and consequence
Egypt Significance
Identify types of historical evidence Interpretations
for life in Ancient Egypt
Making links/connections
Consider the influence of the Ancient
Exploring similarities and differences
Egyptians on other civilisations
Ancient Greece – a Book 4, Unit 2 Ancient Greece Explore who the Ancient Greeks were Using evidence and source work
study of Greek life and Analyse and describe everyday life in Historical enquiry
achievements and Ancient Greece Chronological understanding
their influence on the Describe how the Greeks fought wars Understanding diversity
western world on land and at sea Change and continuity
Consider the influence of the Ancient Cause and consequence
Greeks on other civilisations Significance
Interpretations
Making links/connections
Exploring similarities and differences
A non-European Book 5, Unit 3 Explain why the Maya settled in the Using evidence and source work
society that provided jungle Historical enquiry
a contrast with British Recall who ruled the Maya Chronological understanding
history Explain what Mayan cities were like Understanding diversity
Examine what achievements the Change and continuity
Maya are known for Cause and consequence
Explore what happened to the Maya Significance
Interpretations
Making links/connections
Exploring similarities and differences

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