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.
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.
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.
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:
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.
In 2022/23 we are strengthening the connections between units and connections to the strands of;
Some units of work have been shortened, relocated or combined to reflect the importance of commemorating the life of the Queen.
Prior to the pandemic:
As a result of the pandemic pupils have:
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.
How have homes and the way we live changed over time? (revised 2022/23)
Why are Mary Secole’s and Florence Nightingale’s reputations and memorials different? ( revised 22/23)
who are the Royal Family ? Why are they important? ( revised 2022/23)
How were the lives of Queen Elizabeth II and Queen Victoria different / the same? ( revised 22/23)
How and why have seaside holidays changed over time? ( revised 2022/23)
Grace Darling – Who was Grace Darling and why is she famous? How is she like Florence Nightingale? Why were her actions surprising? How is she like Rosa Parks ( revised 2022/23)
Why did Ernest Shackleton travel to Antarctica? How are Shackleton and Admiral Zheng He the same/ different?(revised unit 22/23)
Note: this unit was not suited in full in 2022/23 due to the death of the Queen.
The history of flight. When did we learn to fly? How has it changed our lives. Why do people remember the Wright brothers more than others? ( revised unit 2022/23)
Who should be remembered for the first moon landing? why don’t we remember Catherine Johnson when we think about the first moon landing? ( revised unit 2022/23)
How we used to live- then and now shopping / A street through time – What was it like before supermarkets and coins were invented? Who was Mansa Musa ? Why was his gold dangerous? ( revised unit 2022/23)
In 2022/ 23 this unit has been combined with the fire of London unit due to the death of the Queen.
Why did this Great Fire burn down so many more houses than other fires? How similar and different were London and Ancient Askum in 1666? ( revised unit 2022/23)
A bear through time- Have people always had teddy bears? (revised unit 2022/23)
what did ancient Sumer, the Indus valley civilisation and Shang dynasty civilisation have in common?How might King Sargon of Akkad solved his problems ( Sumer) (revised unit 2022/23)
Why/ how was the ancient Egyptian civilisation both similar and different to other civilisations? ( revised 22/23)
Was Stone Age man simply a hunter and gatherer, concerned only with survival? (revised unit 22/23)
The Romans in Leicester and the uk How shall we tell the story of the first Black Britons in Britain? What do we know about the Roman army? (revised unit 22/23)
This unit was shortened in 2022/23 due to the death of the Queen and an opportunity to learn from alive performance about the Whitwick mining disaster which is studied in year 5 and 6. Elements not taught in the autumn term will be taught in the spring term.
How did Rome change from a hilltop village in to a successful empire?(revised unit 22/23)
Did more unite the Ancient Greeks than divide it?(revised unit 22/23)
Was Richard III a hero or a villain? Why was he found in a car park? ( revised unit 22/23)
How did the world change because of World war II? (revised unit 22/23)
How civilised was Benin? (revised unit 22/23)
What evidence is there that the dark ages ( uncivilised) in Britain were not so dark after all? ( revised unit 22/23)
This unit of work was shortened due to the death of the Queen.
The Space Race
Why did so many people die in the Whitwick mining disaster? ( revised 2022/23)
To take advantage of a live theatre production about the disaster in 2022/23 class 3 and 4 enjoyed a brief introduction to this aspect of local history. It will be studied in depth in year 5 and 6.
World war i - year 5 and 6
Class 4 lead us in an act of remembrance. This year ( 2020) 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
Harvey drafted, edited and redrafted again until he was happy with the syntax in his piece.
Theme: Locality, Legacy, Conflict, Beliefs, British Values