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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

History

Together We Make Learning A Memorable, Unmissable Adventure

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps 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.

Intent

We want all learners to reach at least the expected National Curriculum standard by the end of year 6 and to be keen to continue their studies in key stage 3 and beyond. We want learners to be able to see themselves as historians.

The history  lesson should be one our learners look forward to and greet with enthusiasm. They should leave lessons wanting to find out more.

When studying history, learners will draw on their developing learning habits, making progress in their ability to persevere, work effectively as a team, respect and celebrate difference, ask questions and create. We want learners to be interested in the history of the world they are growing up in, fully aware that history is told from a viewpoint.

We want our children to understand that not all people were treated equally in history. And, that historical accounts represent the views of the writer at the time.

Our curriculum ensures that pupils meet and explore the key concepts of:  Locality, Lifestyles, Legacy, Conflict, Achievements, Migration, Civilisation/settlement, Beliefs and Empire at greater depth as they progress from EYFS to Y6.

Implementation

In EYFS learners talk about their own life history, recognising important and seasonal events.

In key stage 1 pupils find out about famous people in the past learning about their legacy. Learners make comparisons between the lives of famous people from different periods of time, for example Tim Peake, Sally Kirsten Ride and Neil Armstrong. Care is taken to include a balance of men and women from all demographics wherever possible.

Key historical events are studied: The Great Fire of London, the first flight to the moon and Armistice day.

Learners consider their own history and are encouraged to talk to family members about life when they were children. Visits to enhance learning include: our village, a castle, the local church or chapel, the museum of modern childhood, Sir John Moore Foundation and The Black Country Museum. Museum visitors bring historical artefacts for our leaners to explore.

In all year groups in key stage 2, History is studied over at least 2 terms to enable learners to study at depth. Key themes are explored: war and suffering, diversity, human rights, leadership, the rule of law democracy and monarchy. Connections are made between time periods by considering, for example the life of a Celtic, Roman and World War II soldier. Local history visits include The Battle of Bosworth and Beaumanor Hall. Visitors bring history to life with artefacts to explore and research. Learners are introduced to and encouraged to read a range of non-fiction texts and works of faction to support learning.

 

Periods of study have been chosen for each year group based on opportunities for learning at greater depth. In lower KS2 learners explore Ancient Civilisations building their knowledge of history BC and beyond, up to the Romans invasion of Britain and the Mayans.

In upper key stage 2 this chronological knowledge is but upon and includes reference to local history from Roman Leicester to present day - including the discovery of The King in the car park.

The curriculum is organised to enable learners to revisit and explore, with greater maturity, themes of civilisation, invasion and war,  exploration  and migration, trade and British values

Key vocabulary has been identified, alongside enrichment opportunities including trips and visitors.

  • The reading scheme includes high quality non-fiction to support learning in history
  • Themes are revisited, and teaching makes links to what has already been learnt and what will be learnt next.
  • Continuous provision and direct teaching in EYFS is carefully planned to prepare pupils for the national curriculum.
  • A progression document is in place to support the assess, plan, do review cycle

Teachers are careful to avoid cognitive overload by planning learning in small steps with time to develop understanding and spaced retrieval to aid long term memory.

Assessment, Recording and Reporting

In all subjects there are three broad areas for assessment:

  • Children’s knowledge and understanding
  • How well children can use and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
  • How well learners are developing habits for learning and character

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectations.

Progress is recorded and reported to parents as part of the child’s annual school report.

Special Educational Needs

History is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Impact

Prior to the pandemic:

  • Pupils made good progress in history to achieve at least ARE by the end of year 6.
  • Continuous provision and direct teaching in EYFS prepared pupils well for the National Curriculum.
  • All children used historical vocabulary accurately and had a developing knowledge of chronology
  • Children made relevant links from history to other curriculum subjects, such as geography and science.
  • Children could speak confidently about their learning in history
  • Those working at greater depth were able to make connections between units of study. They went beyond the knowledge studied and asked questions to further their understanding.

As a result of the pandemic pupils have:

  • Had fewer opportunities to explore concepts and address misconceptions through talking and questioning – not all learning is secure.
  • Had a variety of experiences when home learning and accessed set learning differently.
  • Had fewer opportunities for collaboration and enrichment through visits and visitors  

By following the assess, plan, do, review cycle teachers will identify areas which need more or less focus over the next 2 years and support all pupils to make strong progress from starting points.

the national Curriculum

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.

At Newton Burgoland Primary School we follow the national curriculum in England for History.

We last reviewed our history curriculum in 2021 making some changes to both Key stage 1 and 2 to:

  • Ensure a more cohesive narrative
  •  Strengthen pupils' understanding, at KS1, of the impact of events and people - understanding how National life has changed. 
  • Take better advantage of the legacy of King Richard III

We are members of the Historical Association to support teachers' subject knowledge.

Exploring Chronology with the help of leicestershire Museum Services for Education:

                      

                     

History in early years foundation stage

Understanding the world (UTW) is one of four specific areas of learning in the EYFS Curriculum Framework.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places,  and the environment

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Learning in history will support learning in expressive arts and design, Personal, Social and Emotional Development and communication and Language.

Stone Age to Iron Age - Year 3 and 4

Our Stone Age to Iron Age workshop starts with a fantastic look at resources, tools and skills of the people in this time. What can we learn from what we find? Which items will have decayed over time? What are the limitations of these artefacts? The validity and limitation of historical evidence is explored within each unit.

During this unit, learners...

  • Establish clear narratives within and across periods studied as they put the Stone Age, Bronze Age and Iron Age into context by comparing to The Ancient Egyptians, Ancient Greeks, The Mayans and Romans.
  • Understand how knowledge of the past is constructed from a range of sources as they examine images of artefacts and study the findings of Sutton Hoo. 
  • Be able to consider the utility and limitations of using artefacts in isolation from other historical sources as they play the game 'Rot or Not' to examine how many artefacts from the Stone Age no longer exist due to decomposition over time. 
  • Infer information from archaeological sites about what life was like in the past by examining the findings of Sutton Hoo and conducting their own research about this fantastically informative place. 

Theme: Locality, Lifestyles, Achievements, Migration, Civilisation/settlement, 

The Ancient Egyptians - year 3 and 4

Come with Class three to discover the pyramids of Egypt. Visit the Nile.

Learners find out about the early civilisations and how they are connected; their achievements and legacies. During this study learners:

  • Find out  about the location, physical features and climate of Egypt: then and now making links with science work on biomes 
  • Locate Egypt on a map
  • Identify some similarities and differences between people’s lives in the past  
  • Carry out research using secondary sources  
  • Infer information from artefacts about what life was like in the past 
  • Understand that different kinds of sources provide different information  
  • Select and combine information from different sources  

 

Learning starts with a visit from the museum services to support skills development so that learners could better understand how historians work to uncover the secrets of the past. 

Links are made to work in Geography where learners look at settlements, trade and natural resources. Building on the work in year 2 on trade within living memory.

Theme: Locality, Lifestyles, Legacy,  Achievements, Migration, Civilisation/settlement, Beliefs, 

marvellous Mayans year 3 and 4 2022

Come with Class three to discover the marvellous Mayans.

Learners build on their knowledge of early civilisations and how they are connected; their achievements and legacies. This unit follows the study of Ancient Egypt and enables learners to secure learning for both units. During this study learners:

  • Find out  about the location, physical features and climate of Central America and Mexico: then and now making links with previous science work on biomes 
  • Locate Central America and Mexico on a map - making links with learning in geography.
  • Identify some similarities and differences between people’s lives in the past  
  • Carry out research using secondary sources 
  • Infer information from artefacts about what life was like in the past 
  • Understand that different kinds of sources provide different information  
  • Select and combine information from different sources  

Ancient Greece - year 3 and 4

Did you know that the athletes in the Olympics used to compete naked!

In this unit of work learners: 

  • Develop the appropriate use of historical terms 
  • Develop a chronologically secure knowledge of history making connections with the ancient civilisations previously studied
  • Note connections, contrasts and trends over time 
  • Devise  and address historically valid questions  
  • Understand how knowledge of the past is constructed from a range of sources 
  • Construct informed responses by: Selecting and organising relevant historical information 
  • Describe / make links between main events, situations and changes within and across different periods/societies 
  • Make links to British Values: Democracy, Individual Liberty and The rule of law
  • Identify historically significant people and events  
  • Know about the location, physical features and climate of historical places: then and now 
  •  Carry out research using secondary sources of written information 
  •  Identify some of the similarities and differences between people’s lives  life in the past 
  • Select and combine information from different sources  
  • Select and sequence information to produce structured work  making appropriate use of dates and terms  
  • Summarise what they have learnt about an historical period 
  • Describe social, cultural, religious and ethnic diversity in Britain & the wider world 

Theme: Locality, Lifestyles, Legacy, Achievements, Civilisation/settlement, Beliefs, Empire, British Values

the Romans - year 3 and 4

Class 3 study the Romans. Visit Pompeii and put yourselves in the shoes of  a survivor of the volcanic eruption of AD79.

In this unit of study learners:

  • Develop the appropriate use of historical terms
  • Note connections, contrasts and trends over time 
  • Understand how knowledge of the past is constructed from a range of sources 
  •  Select and organise relevant historical information to form narratives and information texts
  • Understand that different versions of the past may exist, giving some reasons for this- in particular the differences between Celtic and Roman versions of events 
  • Identify and give reasons for, results of, historical events, situations and  changes
  • Develop some understanding that  aspects of the past have been represented and interpreted in different ways  

 

Theme: Locality, Lifestyles, Legacy, Conflict, Achievements, Migration, Civilisation/settlement, Beliefs, Empire, British Values

The Kingdom of Benin - year 5 and 6

This unit of work provides contrast between life in Britain and life in other parts of the world in the first millennium AD.

By the end of this study, learners will...

  •  Know how the kingdom of Benin developed
  •  Have discussed and addressed preconceptions  and misconceptions about Africa
  •  Have found and labelled the most important places in the Benin Kingdom on a map
  •  Sort some events from the history of the Benin Kingdom into chronological order.
  • Describe what the people of Benin believed in.
  • Make one connection between Benin's beliefs and the beliefs of another civilisation.
  • Contrast one of Benin's beliefs with the beliefs of our world today 
  • Understand why Benin's sculptures surprised the people who discovered them and why Europeans were shocked by them
  • Ask questions about their learning to further their understanding
  • Explain how attitudes towards African art have changed since the Victorian times.
  • Question whom ancient artefacts belong to.
  • Find out how Benin's past is recorded through a range of sources.
  • Compare and discuss the ways in which British and African history has been recorded.
  • Explain how history was told traditionally
  • Examine and evaluate different sources of evidence about Benin and say what they can teach us about Benin culture.
  • Identify a range of different evidence sources about Benin
  • Evaluate the usefulness of different sources of evidence about Benin.
  • Describe a range of artefacts and say what they can teach us about life in the Benin Kingdom
  • Select and present detailed information about a particular artefact from the Benin Kingdom.
  • Explain how and why the Kingdom of Benin became powerful and also how and why the empire came to an end.
  • Identify, generate and order by significance the reasons why the Kingdom of Benin became a powerful empire.
  • Answer  questions about Europeans in Benin and the Benin punitive expedition.

Theme: Empire, Locality, Lifestyles, Legacy,  Achievements,  Civilisation/settlement, Beliefs, 

Vikings and Anglo Saxons - year 5 and 6

Class four look at the events before The Tudors and how Modern Britain was shaped during The Viking and Anglo-Saxon struggle for the Kingdom of England. 

 

By the end of this study, learners...

  • Describe and make links between main events, situations and changes within and across different periods/societies, developing their chronological understanding of History by placing the Viking and Anglo Saxons into Chronological order with the Romans, Tudors, Victorians and Modern Day. 
  • Identify and give reasons for, results of, historical events, situations and changes from this period in History.
  • Understand how knowledge of the past is constructed from a range of sources, as they examine a mysterious set of images and artefacts from the fantastic Sutton Hoo settlement: what can be learnt from this place?
  • Make links between their learning in English, as learners study Kevin Crossley- Holland's Beowulf. 

Theme: Locality, Lifestyles, Migration, Civilisation/settlement, Beliefs, 

Tudors and the Battle of Bosworth - year 5 and 6

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?

In this unit of work learners:

  • Secure the appropriate use of historical terms 
  • Develop a chronologically secure knowledge of history by making links between this unit of work and all previous learning in history
  • Secure their understanding of bias within sources and reasons for bias
  • Construct informed responses by: selecting and organising relevant historical information 
  • Describe / make links between main events, situations and changes within and across different periods/societies 
  • Identify and give reasons for, results of, historical events, situations and changes 
  • Identify historically significant people and events   
  • Carry out research using secondary sources of written information 
  • Identify some of the similarities and differences between people’s lives  life in the past  
  • Select and sequence information to produce structured work  making appropriate use of dates and terms  
  • Show some understanding that  aspects of the past have been represented and interpreted in different ways  

Class Four Produced visited King Richard III Visitor Centre and wrote recounts of the Battle of Bosworth when setting the context for the Tudor Dynasty. 

They visited the site of the battle looking at why we now think that the battlefield is somewhere else, the limitations of surviving evidence and the geography of the location. Links are made to the Romans.

Theme: Locality, Lifestyles, Legacy, Conflict, Achievements, Beliefs,  British Values

the great fire of London - year 2

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.

During this unit of work learners:

  • Develop an awareness of the past 
  • Use common words and phrases relating to the passing of time 
  • Know where events studied fit into a chronological framework 
  • Identify similarities / differences between periods and people
  • Ask and answer questions  
  • Understand some ways we find out about the past 
  • Choose and use parts of stories and other sources to show understanding of: continuity and change; cause and consequence; similarity and difference and historical significance 
  • Identify similarities /differences between ways of life at different times 
  • Recognise why people did things, why events happened and what happened as a result 
  • Talk about who was important e.g. in a simple historical account 

 

Theme: Locality, Lifestyles, Legacy, , Civilisation/settlement, 

The lives of significant individuals - foundation , And year 1 

Through looking at the lives of Several significant people during the course of year 1 and year 2 pupils have the opportunity to revisit historical concepts and knowledge over time so that learning is secured.

Florence Nightingale

In this unit of work in class 1 learners look at the life of Florence Nightingale they compare her life and times with the life and times of others involved in the development of health care over time.

By the end of the unit of work learners will have:

  • Developed an awareness of the past 
  • Used common words and phrases relating to the passing of time 
  • Found out about where a people and events studied fit into a chronological framework 
  • Identified similarities  and differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past
  • Identify similarities /differences between ways of life at different times 
  • Recognise why people did things, why events happened and what happened as a result 
  • Talk about who was important e.g. in a simple historical account 
  • Understand how modern life has been shaped by  past event and significant people
  • Identify how everyday  life has changed within living memory

Theme: Locality, Lifestyles, Legacy, Conflict, Achievements, British Values

Queen Elizabeth II, Queen Elizabeth i and Queen Victoria

In this unit of work class 1 learners look at the life of our queen and make comparisons with queens of the past building on and securing previous learning.

By the end of this unit learners will have:

  • Developed an awareness of the past 
  • Used common words and phrases relating to the passing of time 
  • Found out about where a people and events studied fit into a chronological framework 
  • Identified similarities and differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  

Theme: Locality, Lifestyles, Legacy, Achievements, British Values

Grace Darling

In this unit of work class 1 learners look at the life of Grace Darling. They make links to the bravery of Florence Nightingale beginning to understand that women have role in history too.

By the end of this unit learners will have:

  • Found out about where a people and events studied fit into a chronological framework 
  • Identified similarities  and differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past
  • Identified similarities /differences between ways of life at different times 
  • Recognise why people did things, why events happened and what happened as a result 
  • Talk about who was important e.g. in a simple historical account 
  • Identify how everyday  life has changed within living memory

Theme: Locality, Lifestyles, Achievements, Migration, British Values

Shackleton

In this unit of work class 1 learners look at the life of Shackleton. This links with work in geography on polar regions.

By the end of this unit learners will have:

  • Found out about where  people and events studied fit into a chronological framework 
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past
  • Identified similarities /differences between ways of life at different times 
  • Recognise why people did things, why events happened and what happened as a result 
  • Talk about who was important e.g. in a simple historical account 
  • Identify how everyday  life has changed within living memory

Theme: Locality, Lifestyles, Legacy, Achievements, 

Neil Armstrong

In this unit of work class 1 learners find out about the first moon landing. They compare this journey with the journey Shackleton made. This study faints into unit of work on flight and flight has changed the way we live.

By the end of this unit learners will have:

  • Found out about where a people and events studied fit into a chronological framework 
  • Identified similarities  and differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past
  • Identified similarities /differences between ways of life at different times 
  • Recognise why people did things, why events happened and what happened as a result 
  • Talk about who was important e.g. in a simple historical account 
  • Identify how everyday  life has changed within living memory

Theme: Locality, Legacy,  Achievements, 

Samuel Pepys and Sir Christopher Wren - Year 2

This unit of work links to a study of The Great Fire of London. Learners will visit Sir John Moore school to work with Y2 pupils there and look at the architecture of the school which was designed by Sir Christopher Wren.

By the end of the unit of work learners will have:

  • Developed an awareness of the past 
  • Used common words and phrases relating to the passing of time 
  • Found out about where a people and events studied fit into a chronological framework 
  • Identified similarities  and differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past
  • Identify similarities /differences between ways of life at different times 
  • Recognise why people did things, why events happened and what happened as a result 
  • Talk about who was important e.g. in a simple historical account 
  • Understand how modern life has been shaped by  past event and significant people
  • Identify how everyday  life has changed within living memory

Theme: Locality, Lifestyles, Legacy, Achievements

World war i - year 5 and 6

Class 4 lead us in an act of remembrance. This year we also wrote poetry after reading Michael Morpurgo's fantastic novel Private Peaceful. We developed vocabulary and thought carefully about use of syntax (word order) and enjambment (carrying sentences over onto a new line) to place emphasis on particular words in our poetry.

In this unit of work learners: 

  • Select and combine information from different sources  

  • Describe  and make links between main events, situations and changes within and across different periods and societies 
  • Identify and give reasons for, results of, historical events, situations, changes 
  • Identify historically significant people and events  
Jack worked hard to magpie Wilfred Owen's Dulce et Decorum Est in his piece. 

Harvey drafted, edited and redrafted again until he was happy with the syntax in his piece. 

Theme: Locality,  Legacy, Conflict, Beliefs, British Values

World War II - year 5 and 6

In this unit learners find out about the events which led up to the start of World War II. They explore how lives changed as result of war and the legacy of the war. 

By the end of this unit learners:

  • Develop the appropriate use of historical terms 
  • Have developed a chronologically secure knowledge of history 
  • Establish clear narratives within and across periods studied making links to the lives of soldiers in previous time periods studied. 
  • Note connections, contrasts and trends over time 
  • Address and devise historically valid questions  
  • Understand how knowledge of the past is constructed from a range of sources 
  • Construct informed responses by: selecting and organising relevant historical information 
  • Understand that different versions of the past may exist, giving some reasons for this- in particular considering propaganda from the period 
  • Describe and make links between main events, situations and changes within and across different periods and societies 
  • Identify and give reasons for, results of, historical events, situations, changes 
  • Identify historically significant people and events  
  •  Identify some of the similarities and differences between people’s lives  life in the past  
  • Select and combine information from different sources  
  • Summarise what they have learnt about an historical period 

Theme: Locality, Lifestyles, Legacy, Conflict, Migration, Civilisation/settlement, Beliefs, British Values

Changes over time - Key stage 1

How Homes have changed over time

Class 1 start this unit by talking about their own homes. Using artefacts and working with the Museum service they look at how washing day has changed

By the end of this unit learners have:

  • Developed an awareness of the past 
  • Used common words and phrases relating to the passing of time 
  • Identified similarities / differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past 
  • Identified similarities /differences between ways of life at different times 
  • Identified how everyday  life has changed within living memory

Theme: Locality, Lifestyles, Legacy, Civilisation/settlement, 

Holidays In the past

Class 1 study holidays in the past talking to parents and grandparents this builds on learning from the autumn term so that learners have the opportunity to master the language of history and the concept of change over time. Comparing their n lives with the lives of people in the past.

By the end of this unit learners have:

  • Developed an awareness of the past 
  • Used common words and phrases relating to the passing of time 
  • Identified similarities / differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past 
  • Identified similarities /differences between ways of life at different times 
  • Identified how everyday  life has changed within living memory

Theme: Locality, Lifestyles, Civilisation/settlement, 

How We Used To Live- shopping

This is a new unit added to the year 2 curriculum following our curriculum review.

In this unit of work learners will visit The Black Country Museum to compare life today and in the past with particular focus on shopping. This links to work in class 3 (The Egyptians) and 4 ( Viking and Anglo-Saxons). They  will also visit Sir John Moore Foundation to explore the Victorian classroom and work with the Year 2 pupils at that school.

By then end of this unit learners will have:

  • Developed an awareness of the past 
  • Used common words and phrases relating to the passing of time  
  • Identified similarities / differences between periods and people
  • Used a wide vocabulary of everyday historical terms 
  • Asked and answered questions  
  • Understood some ways we find out about the past 
  • Chosen and used parts of stories and other sources to show understanding of: continuity and change; cause and consequence; similarity and difference and historical significance 
  • Identified similarities /differences between ways of life at different times 
  • Recognised why people did things, why events happened and what happened as a result 
  • Made simple observations about different types of people, events, beliefs within a society 
  • Understood how modern life has been shaped by  the past 
  • Identified how everyday  life has changed within living memory

Theme: Lifestyles, Civilisation/settlement,


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Local History - Mining - Year 3 and 4

In this unit of work learners will find out about the history of the local area in recent times.

There were many coal mines across Leicestershire, Nottinghamshire and Derbyshire, these changed the local landscape and shaped the lives of local people. 

By studying mining learners will find out about how industry relied on coal in the past, the links between towns and cities and how lives have changed with the creation of renewable energy.