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History

Our vision:

“Shaping Lives, Shaping Futures”

“Start children off on the way they should go, and even when they are old, they will not turn from it” Proverbs 22:6

 

The importance of history to the curriculum

History fires children’s curiosity about the past in Britain and the wider world. Children consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, children develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values. In history, children find evidence, weigh it up and reach their own conclusions. To do this, they need to be able to research, sift through evidence, and argue for their point of view – skills that are important in adult life.

Historical study gives children the opportunity to use and extend their reading and research skills. They can develop investigative and deductive powers through the study of artefacts and other resources. Through discussion, they can improve speaking and listening skills and begin to use critical analysis. Their interpretation of opinion and fact can help to extend reasoning skills beyond the literal. History gives the opportunity for a range of different teaching and learning styles. Group work will encourage co-operation and differentiated work will help individual children use and develop skills at their own level. It lends itself to drama, role-play and music as well as making meaningful links to other subject areas. 

 

Statement of Intent for History

Our vision is to teach history through enquiry based learning, which encourages critical thinking, enhances the ability to weigh evidence and generate debates, develop chronological understanding and allow pupils to develop their sense of perspective. Every history unit begins with an over-arching key question that pupils will be able to answer at the end of the sequence of learning. In Key Stage 2, history units are taught in chronological order so that pupils are able to build up a mental timeline and increase their chronological understanding. This enables pupils to place their learning within the bigger picture and makes it easier to remember historical people, periods and events

Pupils will have the opportunity to:

  • Explore a range of periods, significant people and events throughout history in chronological order.
  • Present their work in creative and imaginative ways such as art, drama and music.
  • Grow in confidence to ask and answer their own historical questions.
  • Develop their critical skills of historical inquiry to enable pupils to be active, informed and responsible citizens.
  • Look at how history has shaped the world we live in today and how the lessons learnt can affect our decisions in the future.
  • Pupils will develop their knowledge and understanding of the past to fully appreciate themselves and contribute effectively in their society.
  • Become a respectful citizen, showing empathy and understanding of all opinions.

Reception

Year 1

Year2

Year 3

  • Understanding the World

  • Comment on images of familiar situations in the past.

Compare and contrast characters from stories, including figures from the past.

ELG

Understanding the World

Past and Present

  • Talk about the lives of people around them and their roles in society.
  • Know some similarities and differences between things in the past and now, drawing on their

experiences and what has been read in class.

  • Understand the past through settings, characters and events encountered in books read in class and

storytelling.

Toy Times

How have toys changed since my grandparents were little?

National Curriculum Changes in living memory.

Theme/Concept Society and Community

Substantive Concepts

  • Industry
  • Civilisation
  • Trade

 

 

London’s Burning

How did London change after the fire of 1666?

National Curriculum Events beyond living memory that are significant nationally or globally.

Theme/Concept

Conflict and Disaster

Substantive Concepts

  • Civilisation
  • Monarchy

 

Stones and Bones.

How did daily life change in Britain from the Stone Age to the Iron Age?

National CurriculumChanges in Britain from the Stone Age to the Iron Age.

Theme/Concept Society and Community

Substantive Concepts

  • Migration
  • Settlement
  • Trade
  • Civilisation
  • Industry

 

Rule Britannia

Where did kings and queens live through time?

National Curriculum Lives of significant individuals in the past who have contributed to national and international achievements. Compare aspects of life in different periods.

Theme/Concept Power

Substantive Concepts

  • Empire
  • Monarchy

Local History Study

What is Kidderminster famous for?

National Curriculum Significant people and places in their own locality

Theme/Concept Society and Community

Substantive Concepts

  • Industry
  • Trade

Civilisation

Walk Like an Egyptian

What were the greatest achievements of the Ancient Egyptians?

National Curriculum

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared through an in depth study of Ancient Egypt;

Theme/Concept Power

Substantive Concepts

  • Civilisation
  • Trade
  • Settlement
  • Empire
  • Monarchy

Rebellion

 

Tech Me Back

How has technology changed our lives over the last 60 years?

National Curriculum

Changes within living memory revealing aspects of change in national life.

Theme/Concept

Society & Community

Substantive Concepts

  • Trade
  • Industry

 

Year 4

Year 5

Year 6

It’s All Greek to Me

What are the greatest achievements of the Ancient Greeks?

National Curriculum
Ancient Greece; a study of Greek life and achievements and their influence on the western world.

Theme/Concept
Society and Community

Substantive Concepts

  • Settlement
  • Trade
  • Civilisation
  • Empire

Monarchy

Meeting the Maya

What are the similarities and differences between the Maya civilisation and England from the 8th to the 10th Century?

National Curriculum
A non-European study that provides contrast with British history.

Theme/Concept
Power

Substantive Concepts

  • Settlement
  • Trade
  • Civilisation
  • Empire

Monarchy

War of the Worlds

Why was the Battle of Britain a significant turning point for the UK in WWII?

National Curriculum
A study of an aspect or theme in British 
history that extends pupils’ chronological knowledge beyond 1066.

Theme/Concept
Society & Community
Conflict & Disaster
Power

Substantive Concepts

  • Civilisation
  • Empire
  • Monarchy
  • Rebellion

Rome Wasn’t Built in a Day

How did the Roman Empire Impact Britain?

National Curriculum
The Roman Empire and its impact on Britain

Theme/Concept
Power

Substantive Concepts

  • Civilisation
  • Trade
  • Settlement
  • Empire
  • Monarchy

Rebellion

Saxon Settlers and Viking Invaders

How did England change during the settlement of Anglo-Saxons and Vikings?

National Curriculum
Britain’s settlement by the Anglo-Saxons and Vikings and the struggle for the Kingdom of England.

Theme/Concept
Exploration and Invasion

Substantive Concepts

  • Settlement
  • Migration
  • Trade
  • Rebellion
  • Empire

Monarchy

Crime Doesn’t Pay

How has crime and punishment changed over time in Britain?

National Curriculum
Changes in an aspect of social history from Anglo-Saxons to present day

Theme/Concept
Power Conflict and Disaster

Substantive Concepts

  • Empire
  • Monarchy
  • Civilisation
  • Rebellion

 

Knowledge Organisers

Year 1

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Year 2

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Year 3 

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Year 4

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Year 5

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Year 6

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