We want to inspire children to be curious about the past; to gain a coherent knowledge and understanding of Britain’s history and that of the wider world. We want our children to be able to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps our pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time
At Newton Burgoland Primary School we follow the national curriculum in England for History.
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
For example learners in class 3 are able to compare the lives of soldiers in WWII, the Roman Army and the Celtic Army using their learning to consider similarities and differences.
We deliver the history curriculum through a range of activities, believing that first hand experiences bring the subject to life for our children. We use genuine artefacts to stimulate discussion and enquiry, visit historical sites and museums and involve the children in workshops to encourage understanding and empathy. We encourage the children to make cross curricular links, e.g. studying the impact of the River Nile in Geography whilst investigating the Ancient Egyptian Civilisation.
To see the range of history topics studied please visit the curriculum plans pages or read our class newsletters.
Everyone loves dinosaurs! Class 1 look at fossils and find out about the time when dinosaurs roamed the earth. A highlight of this topic is a visit by Creatureama and the opportunity to make a dinosaur from junk.
the stone age
Step back in time to the stone age with class 4.
The Ancient Egyptians
Come with Class three to discover the pyramids of Egypt. Visit the Nile.
Did you know that the athletes in the Olympics used to compete naked!
Class 3 study the Romans. Visit Pompeii and put yourselves in the shoes of a survivor of the volcanic eruption of AD79.
Vikings and Anglo Saxons
Enjoy our performance of 'Beowulf The Opera' as a culmination of our learning about this period of history.
Tudors and the Battle of Bosworth
The discovery of Richard III in a car park in Leicester poses many questions:
- What did Richard III do to be so unworthy of a Royal burial?
- Is everything we read about him true?
- Did he really murder the princes in the tower?
- How did his death change history?
Class 4 seek answers to this and more as part of their historical study.
the great fire of London
Class 2 study the Great fire of London- answering the question: What was it like to live at the time of the Great Fire? They write diary entries and poetry as part of this. They also investigate how the fire started, through the use of drama. In forest schools they learn about fire safety cooking campfire bread.
A trip to the Black country museum is the order of the day for class 3 and 4. This unit of work bridges the summer and gives us the opportunity to find out about the mining industry, the canal network locally and some famous Victorian inventors.
Class one investigate the life of this famous Nurse.
World war i
Class 4 lead us in an act of remembrance.
World War II
The role of Beaumanor Hall during WWII is the focus for our year 3/ 4 residential trip. We visit the decoding station and find out about rationing and cooking during the war. A highlight of the trip is our visit to the air raid shelter in the cellars of Beaumanor Hall. In school we build our own air raid shelters, following research.
the Space race
Class 1 enjoy finding out about space travel and this topic is revisited by class 4 when they enjoy a sleepover at the space centre as part of their science topic.