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St Patrick's Catholic Primary School

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History

History Curriculum Statement

 

Intent

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 examine their own identity and the challenges of their time.

 

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.

 

Key Stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other historical sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented and by whom. 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.

• Significant historical events, people and places in their own locality.

 

Key Stage 2

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources, investigating and questioning these sources where appropriate.

Pupils should be taught about:

• Changes in Britain from the Stone Age to the Iron Age

• The Roman Empire and its impact on Britain

• Britain’s settlement by Anglo-Saxons and Scots

• 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.

 

Implementation

History teaching focuses on enabling children to think as historians. We place an emphasis on examining historical artefacts and primary sources of information. In each key stage we give children the opportunity to visit sites that are local and of historical significance. We encourage visitors to come into the school and talk about their experiences of events in the past.

We recognise and value the importance of stories in history teaching and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways and that they should always ask searching questions, such as ‘how do we know?’, about information they are given.

We recognise that there are children of widely different history abilities in all classes, so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.

We achieve this in a variety of ways by:

• Setting common tasks which are open-ended and can have a variety of responses.

• Setting tasks of increasing difficulty (not all children complete all tasks).

• Mixed groups and grouping children by ability in the room and setting different tasks to each ability group.

• Providing resources of different complexity depending on the ability of the child.

 

We use the National Curriculum for History as the basis for our planning in history, but we have adapted this to the local context by building on the successful units of work already in place. We ensure that there are opportunities for children of all abilities to develop their skills and knowledge in each unit and we build planned progression across the year so that the children are increasingly challenged as they move up through the school. Termly themes link History and other curriculum subjects where appropriate and these are identified on the class plans.

 

To ensure the coverage of History, each year group teaches specific History topics as well as embedding the subject into daily teaching. Long-term plans identify individual History units taught across the year group phases and follow a two-year cycle. . In addition to this whole school projects are planned at key opportunities with a Historical focus (such as a local history study) where the whole school enjoys studying one topic together. History is taught by individual class teachers who take responsibility for planning, resourcing and delivering this area of the curriculum.

 

Class 1

Year 1 and 2

Class 2

Year 3 and 4

Class 3

Year 5 and 6

Chronology
  • Understand and use the words past and present.
  • Use everyday words and phrases to describe the passing of time. Sequence events and changes in my own lifetime.
  • Understand how to sequence events and artefacts such as objects or photographs.
  • Use historical words and phrases to describe the passing of time including dates and decades
  • Sequence events and changes in the past.
  • Understand how to sequence events, people and artefacts in order using a scale.
  • Understand and use the term century and name specific dates.
  • Understand what a timeline is.
  • Understand that a timeline can be divided into BC and AD/CE.
  • Use a timeline to place events I have found out about.
  • Understand that the past can be divided into time periods.
  • Name the century and dates of significant events from the past that I know about.
  • Place events in history approximately in the right place on a time line.
  • Understand the importance of a scale when using a timeline
  • Describe the main changes within a period of history (political, technological and cultural).
  • Develop a timeline using an appropriate scale.
  • Place historical events and time periods accurately on a timeline.
  • I can describe the main changes within a period of history and over different periods of history.
  • Use previous learning to inform my timeline scale.
  • Use a timeline to demonstrate changes and developments in culture and technology.
Accessing Evidence
  • Know what a source is
  • Use books, stories, photographs, web-sites, pictures, objects, historical visits to help me find out about the past.
  • Know how to use clues to find out about the past.
  • Use a source.
  • Use more than one type of source to find out about an event or a person from the past.
  • Understand how to use evidence to find out about the past.
  • I can use multiple sources to find out information.
  • I know the difference between a primary and secondary source.
  • I can look at two versions of the same event in history
  • Evaluate sources in terms of their usefulness.
  • Identify a primary and secondary source and say which is more reliable.
  • Look at two versions of the same event in history and identify differences in the accounts.
  • Choose reliable and useful sources of evidence and start to give reasons. Give clear reasons why there may be different accounts of history.
  • Choose reliable sources of evidence and give reasons for my decision.
  • Understand that it is important to know that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history
Using Evidence
  • Ask questions about the past. (What was it like? What was it used for? Who is it? What were they doing?)
  • Answer questions about the past.
  • Ask questions about the past (What was it like for people in the past? What happened in the past? How long ago did an event happen?)
  • Start to answer questions about the past using evidence to help me.
  • Know what a historical question looks like
  • Use evidence to start to generate my own questions about the past.
  • Confidently use evidence to help me answer questions about the past.
  • Devise my own historical questions
  • Follow a line of historical enquiry given to me by my teacher.
  • Choose suitable sources of evidence for my historical enquiry and use them to support my answers.
  • Analyse, evaluate and refine my own questions
  • Follow my own line of historical enquiry.
  • Choose reliable sources of evidence to help me answer questions giving reasons for my choices.
  • Use sources of information to form testable hypotheses about the past.
  • Choose reliable sources of evidence to help me answer questions realising that there is often not a single answer to historical questions.
  • Adapt and refine my line of enquiry.
Historical Communication
  • Share what I have found out by telling someone.
  • Show what I have learnt through drawings, models, art, photographs and drama.
  • Recount an event.
  • Orally retell an event from the perspective of having been there.
  • Use drama to improve my understanding of a historical event.
  • Present to others what I have found out.
  • Write a report, diary entry etc. of an event from the perspective of having been there.
  • Use my historical understanding and empathy to communicate my ideas.
  • Communicate different viewpoints (orally and written). Organise a presentation about a historical event, person or source and answer questions about it.
  • Organise a presentation about a historical event, person or source and lead a discussion.
Historical Vocabulary now, yesterday, last week, when I was younger, when I was born, when I was a baby, a long time ago, a very long time ago, past, present, before I was born, when my parents/carers were young, before, after, old, new, history, evidence, sequence, museum recently, in … , during, modern, youngest, oldest, younger, older, next, then, historian, historical, began, diary, source, decade, chronological, artefact, event, account, recount, scale, timeline. century, BC/AD/CE, civilisation, in the ….century, in the ….decade, first-hand account, era, date, time period, Roman times etc., chronology, chronologically, change, civilization, monarchy, parliament, democracy, war, peace, evidence, source, invade, settle, conquest, dig, excavate, archaeology, archaeologist, discoveries, monarch, eye-witness, primary source, secondary source, ancient, enemies, reasons, reliable source, timeline, (line of) enquiry, perspective, empathy, conclusion, evaluate change, continuity, legacy, political, social, cultural, empire, government, citizen, religious, technological, industrial, ancestor, trade, media, press, propaganda, bias, source reliability, hypotheses, interpretation, analyse, refine, critically, immigration.

 

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