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Eynesbury Church of England Primary School

Eynesbury Church of England Primary School

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History

HISTORY

We feel it is important for the children to be able to learn from, and use, direct and first hand experience, but emphasis is also placed on the use of reference material. Through a range of approaches, we aim to enable our children to develop a knowledge of the past and present. 

 

CURRICULUM INTENT

At Eynesbury C of E Primary School, we value History as an important part of the children’s entitlement to a broad and balanced curriculum. History provides the children with the opportunities to develop and extend skills and an opportunity to discover new and exciting things.

 

Our intent is that our teaching of History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim for it to inspire pupils’ curiosity about the past and to know more about the past. We aim to enable children to ask perspective questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. Through the teaching of history, we endeavour to teach children 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.

 

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

 

 

CURRICULUM IMPLEMENTATION

The teaching and implementation of the History Curriculum at Eynesbury C of E Primary School is based on the National Curriculum and supported by the Rising Stars Scheme of  work, ensuring a well-structured approach to this subject.

 

History is sometimes used as a topic focus for the term as a key topic (as is Geography) but we also aim to ensure that it is integrated into other areas of the curriculum and the basic skills are taught throughout the year through cross-curricular work where there is a strong link.

 

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 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

 

 

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 

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 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.

 

Pupils should be taught:

 

Changes in Britain from the Stone Age to the Iron Age

Examples (non-statutory) This could include:

  • late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

  • Bronze Age religion, technology and travel, for example, Stonehenge

  • Iron Age hill forts: tribal kingdoms, farming, art and culture

 

The Roman Empire and its impact on Britain Examples (non-statutory) This could include:

  • Julius Caesar’s attempted invasion in 55-54 BC

  • The Roman Empire by AD 42 and the power of its army

  • Successful invasion by Claudius and conquest, including Hadrian’s Wall

  • British resistance, for example, Boudica

  • ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

 

Britain’s settlement by Anglo-Saxons and Scots Examples (non-statutory) This could include:

  • Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

  • Scots invasions from Ireland to north Britain (now Scotland)

  • Anglo-Saxon invasions, settlements and kingdoms: place names and village life

  • Anglo-Saxon art and culture

  • Christian conversion – Canterbury, Iona and Lindisfarne

 

The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Examples (non-statutory) This could include:

  • Viking raids and invasion

  • Resistance by Alfred the Great and Athelstan, first king of England

  • Further Viking invasions and Danegeld

  • Anglo-Saxon laws and justice

  • Edward the Confessor and his death in 1066

 

A local history study Examples (non-statutory)

  • A depth study linked to one of the British areas of study listed above

  • A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

  • A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Examples (non-statutory)

  • The changing power of monarchs using case studies such as John, Anne and Victoria

  • Changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century

  • The legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day

  • A significant turning point in British history, for example, the first railways or the Battle of Britain

 

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.

 

CURRICULUM IMPACT

At the end of each key stage, the children’s learning will be assessed against the age-related expectation bands that are based on the 2014 National Curriculum statements for History. At Eynesbury, we use summative assessment to determine children’s understanding and inform teachers planning. This is reviewed on a termly basis by the subject leader, who also carries out regular learning walks, pupil voice, book scrutinies and lesson observations.

 

Final end of year assessments is an area for development for Years 1 – 6 however a comment is made by staff in end of year reports to parents.

 

Children in Foundation Stage are assessed within Knowledge and Understanding of the World and their progress is tracked termly. Age related expectation levels are reported to parents at the end of the reception year.

 
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