History

Our Vision for History

At Repton Manor Primary School, the teaching of History enables children to develop a secure chronological narrative of the history of Britain’s past and that of the wider world. Our History curriculum ensures that all children have secure knowledge and understanding of the history of the United Kingdom, with children understanding how people’s lives have shaped the nation. Children also gain an understanding of how Britain has influenced, and has been influenced by, the wider world.

Children gain knowledge and understanding of significant aspects of the history of the wider world. They learn about the nature of ancient civilisations, the expansion and dissolution of empires and about characteristic features of past non-European societies. Children also learn about the achievements and follies of mankind.

Through the teaching of History, children also develop their understanding of historical vocabulary and abstract terms. Children are taught how to carry out historical enquiries and how to frame historically valid questions. They understand how evidence is used rigorously to make historical claims. Children are taught to make connections and to draw contrasts between historical periods. They  analyse trends and use their Literacy skills to create their own structured accounts. Throughout the teaching of History, children are asked to recognise how and why contrasting arguments and interpretations of the past have been constructed. Children gain historical perspective and are confident in understanding the connections between local, regional, national and international history.

Within our History curriculum, children use high quality fiction and non-fiction texts to learn about key features of events and about the lives of people living in different periods. First-hand learning experiences, such as topic boxes and educational visits, are used to enrich children’s learning of History and to promote awe and wonder. Where possible, the local area and our local community are also used as a source to find out about the past. During the teaching of History, children  develop compassion and respect for the lives of those living in the past.

Implementation - How do we teach History at Repton Manor Primary School?

At Repton Manor Primary School, History is woven into topics, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group. Retrieval practice is at the heart of this, ensuring that prior learning is built on and meaningful connections are made. Planning is informed by, and aligned with, the National Curriculum and a topic based approach closely links History with other subject areas to explore key questions asked by our pupils at the start of a new unit of work.

History in EYFS

Children develop their knowledge and understanding of the world through a range of hands on and outdoor learning experiences. Children learn about past and present events in their own lives and in the lives of family members. As Historians, children are encouraged to talk about, and to look closely at, similarities, differences and change. They develop an understanding of changes over time. Children learn through a range of self-initiated and adult directed tasks.

History in Key Stage 1

As Historians, children in Key Stage 1 develop an awareness of the past, using common words and phrases relating to the passing of time. They develop an understanding of where the people and events they study fit within a chronological framework and they identify similarities and differences between the ways of life in different periods. They use a wide vocabulary of everyday historical terms. They 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 understand some of the ways in which we find out about the past and they identify different ways in which it is represented.

Our children are taught about (expectations of the History National Curriculum):

• Changes within living memory. Where appropriate, these are 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.

 

History in Key Stage 2

As Historians, children in Key Stage 2 continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods that they study. They note connections, contrasts and trends over time and they develop the appropriate use of historical terms. They regularly address, and sometimes devise, historically valid questions about change, cause, similarity and difference, and significance. They construct informed responses that involve the thoughtful selection and organisation of relevant historical information. They understand how our knowledge of the past is constructed from a range of sources.

Our children are taught about (expectations of the History National Curriculum):

• 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.

Curriculum Group: The Humanities

Our Vision:

We inspire children to have an ongoing and growing curiosity to develop an understanding of our world and what shapes it.

Through The Humanities curriculum we:

• Ignite a desire to enquire through memorable experiences.
• Foster mutual respect and tolerance of people, places and perceptions.
• Inspire critical thinking to question and challenge.