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History
History
History at Arboretum offers learners a wealth of opportunities to progress in their world understanding and not least from a historical stance. History inspires curiosity which allows children to gain perspective from the judgements that they make – judgements made from primary and secondary historical evidence and sources. Through the study of History across the world and different time periods, children gain a sense of personal and national identity and can see the issues that are still troubling the world today whilst avoiding an anachronistic stance on these issues.
History objectives and outcomes, like all subjects, form part of meaningful and relevant learning journeys.
Aims
- To know and understand the history of these islands, to understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
- To 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.
- To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
- To 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.
- To 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.
- To 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.
History at Arboretum is taught in the Autumn term from Year 1 up to Year 6. The grid below explains the 2 year cycle that takes place in our school.
In Key Stage 2, to ensure that all of the areas are covered from the National Curriculum, a different unit will be taught in both half terms. For example, in Cycle A Year 3 and 4 will teach; Changes in Britain, from Stone Age to The Iron Age in Autumn 1 and The Roman Empire and its impact on Britain in Autumn 2.
A local study to feature at least once in the two year cycle for each phase in Key Stage 2.
To ensure that the children revisit their learning, sticky knowledge quizzes will take place throughout the year.
Cycle A will take place in Autumn term 2023
Cycle B will take place in Autumn term 2024
Year 1 & 2 | |
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.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
| |
Cycle A | Cycle B |
Great Fire of London
|
Victorians (Florence Nightingale to be included) |
- changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life – this will be covered in both Cycle A and B
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.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
| |||
Year 3 & 4 | |||
Cycle A | Cycle B | ||
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
|
Year 5 & 6 | |||
Cycle A | Cycle B | ||
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
| 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. | 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 local history study
A local study to feature at least once in the two year cycle for each phase in Key Stage 2