History
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. The teaching of History at Rushwick Primary School will 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.
We plan History, based on the National Curriculum outcomes (please document below).
We have then looked at the knowledge, progression of skills and the key concepts that every child will need to know in order to prepare them for their next stage of education.
Using clear sequences of learning, lessons are planned to develop children's knowledge, skills and understanding in the subject. We also plan for the vocabulary that children will learn throughout a topic, and any cross curricular links that can be made.
A proposed curriculum programme is shown below:
|
Year Group |
AUTUMN |
SPRING |
SUMMER |
|
YEAR 1 |
Toys Changes within living memory where appropriate. These should be used to reveal aspects of change in national life. Poles Apart The lives of significant individuals who have contributed to national and international achievements Robert Falcon Scott |
Kings, Queens and Castles
Significant historical events, people and places in their own locality.
|
Land Ahoy
Events beyond living memory that are significant nationally or globally. (Titanic)
The lives of significant individuals in the past that have contributed to national and international achievements. (Columbus)
|
|
YEAR 2 |
Man on the Moon Neil Armstrong and the moon landing. The lives of significant individuals in the past that have contributed to national and international achievements. |
The Great Fire of London Events beyond living memory that are significant nationally or globally. |
Significant women in history Florence Nightingale, Mary Seacole and Mary Anning. The lives of significant individuals in the past that have contributed to national and international achievements. |
|
YEAR 3 |
Flints & Skins Pupils should be taught about changes in Britain from the Stone Age to the Iron age. |
Temples, Tombs and Tutankhamun The achievements of the ancient Egyptians. An overview of where and when the first civilisations appeared and an in-depth study. |
The Marvellous Malvern’s A local history study of the parish town of Malvern including the water cure, the rise and decline of the donkey trade and the introduction of the railway. |
|
YEAR 4 |
Romans The Roman Empire and its impact on Britain. |
Anglo-Saxons and Scots. Britain’s settlement by Anglo-Saxons and Scots. |
Local History Study A local history study, a depth study linked to one of the British areas of study listed above. |
|
YEAR 5 |
Vikings and Anglo Saxons The Viking and Anglo- Saxon struggle for the Kingdom of England to the time of Edward the Confessor. |
Ancient Greece Ancient Greece – A study of Greek life and achievement’s and their influence on the Western world. |
Local History Study A local history study, a depth study linked to one of the British areas of study listed above. |
|
YEAR 6 |
Crime and Punishment A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066. |
Mayan Civilisation A non-European society that provides contrast with British history. Benin West Africa AD 900 – 1300 |
Local History Study A local history study, a depth study linked to one of the British areas of study listed above.
|