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History

History Subject Leader is Mrs Neale

 

 

History at Holy Trinity CE Primary

Our curriculum intent for history is that every child will: 

  • develop a sense of curiosity about the past and how it influences us today
  • have a respect for historical evidence and be able to evaluate and challenge a variety of views using a range of historical resources
  • have an in depth knowledge and understanding of people, events and contexts from a range of historical periods
  • be able to explore, debate and discuss the past by formulating questions and lines of enquiry
  • have a desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics

 

Holy Trinity is committed to ensuring all children have full access to a high-quality historical education. By teaching our topics in a cross-curricular way, children have the opportunity to make links in their learning and have the opportunity to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world and become historians in their thinking.

 

 

 

How does History fit into our School Vision?

To be an inspirational place of learning where

Vision statement:

historical links/actions:

  1. We facilitate opportunities so every child can flourish in a place where they feel safe, happy and confident
  • Ensure trips and visits are planned and delivered effectively and regularly in every year group to inspire learning
  • Offer cross-curricular learning opportunities to enable children to make connections and explore an in depth curriculum
  • Share examples of learning and achievement within the school through displays, photos, work samples as well as celebrating achievements with families on the school website and in the newsletter
  1. Staff wellbeing and professional development is valued and supported in order to fulfil their roles, inspire others and experience personal fulfilment.

                         

  • Provide CPD for staff in the history National Curriculum
  • Ensure resources are available and of a  high standard to enable staff to undertake their job effectively and efficiently

 

 

 

 

  1. The school provides facilities that enable an optimum learning environment.
  • Ensure pupils have access to high quality resources
  • Historical resources and displays are an embedded part of our school environment
  • Ensure children’s work is celebrated and shared throughout all available platforms: classrooms, corridors, communal areas in school, through topic books, on the website, in home learning projects etc
  • Immerse children in rich topic based learning

 

  1. The school plays a central role within our community and enjoys strong links with the church, local companies and other schools.                        
  • Where possible make local links within our topic based approach through trips and visits
  • Forge links with other History subject leaders across the local cluster

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Holy Trinity CE Primary History overview

 

Autumn

 

Spring

 

Summer

 

EYFS

 

 

 

Year 1

Kings, Queens and Castles

Space: Neil Armstrong and Tim Peake

 

Year 2

A study of a significant individual:

Henry VIII

A study of a significant historical event:

The Gunpowder Plot

A study of a significant individual:

Christopher Columbus and The Wright Brothers

The study of a change within living memory: The Titanic

Year 3

Changes in Britain from the Stone Age to the Iron Age

Ancient Egypt

The Olympics

Year 4

The Roman Empire and the Impact on Britain

The Roman Occupation (43AD – 420AD)

 

Ancient Greece – a study of Greek life, achievements and their influence on the western world

Year 5

Anglo-Saxons and Vikings

Aztecs

 

Year 6

Local History Study – WW1

 

A Study Beyond 1066 – The Industrial Revolution

 

 

 

 

National Curriculum: History

 

Purpose of study

 

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.

 

Aims

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 History – key stages 1 and 2 2
  • 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.

 

Subject Content

 

Key Stage 1

Pupils should be taught about:

  • changes within living memory – where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • significant historical events, people and places in their own locality

 

 

Key Stage 2

Pupils should be taught about:

  • changes in Britain from the Stone Age to the Iron Age
  • the Roman Empire and its impact on Britain
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • a local history study
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

 

 


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