History
Subject Intent
Pupils at Kingsleigh acquire the knowledge and skills needed to become successful historians through our carefully planned learning journey from Reception to Year 6. Through this journey, pupils develop an understanding of local, British and world history. Historical skills are taught and regularly revisited, understanding of time and chronology, analysing cause and consequence, historical interpretation, using historical evidence and identifying significance. We have also identified key themes in historical learning that are revisited throughout Key Stage 1 and 2; legacy, exploration, invasion and settlement, empire, technological advancement and societal change. This supports pupils to understand the interconnected nature of the key periods of history studied throughout their time at Kingsleigh.
Subject Implementation
During Reception, children begin to develop an understanding of the past through identifying changes in their own family and every day objects. They start to acquire basic historical vocabulary such as past, present, future, old and new. Children in Key Stage 1 then build on this knowledge and start to learn about key historical figures, events and periods of time both within and beyond living memory. In Key Stage 2, children learn about British History chronologically, starting with Prehistoric Britain in Year 3, through to World War 2 in Year 6. They also learn about ancient civilisations who have shaped history from across the world. Every unit of learning is based on an enquiry question, which pupils work towards being able to answer at the end of their learning. Children acquire their historical knowledge through the reading of quality texts, educational visits and looking at historical evidence including artefacts. Children's knowledge is assessed through a carefully planned assessment end point at the end of each unit.
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HISTORY NC Coverage |
Autumn |
Spring |
Summer |
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1 |
My Family Tree To develop an awareness of the past, using common words and phrases relating to the passing of time. To use a wide vocabulary of everyday historical terms. |
Queen Elizabeth I To understand the lives of significant individuals in the past who have contributed to national and international achievements. To know where Queen Victoria’s reign fits within a chronological framework. To ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
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The Great Fire of London To learn about events beyond living memory that are significant nationally or globally To understand some of the ways in which we find out about the past and identify different ways in which it is represented. To know where the people and events they study fit within a chronological framework.
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2 |
The Victorians To identify similarities and differences between ways of life in different periods To know where the people and events they study fit within a chronological framework. To ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
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The Victorian Empire To identify similarities and differences between ways of life in different periods To know where the people and events they study fit within a chronological framework. To ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
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Bournemouth and Poole Local History To learn about significant historical events, people and places in their own locality. To understand some of the ways in which we find out about the past and identify different ways in which it is represented. To understand the lives of significant individuals in the past who have contributed to national and international achievements. When and how was Bournemouth founded? Significant individuals from area- Harry Paye, Russel Coates, Mary Anning |
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3 |
Prehistoric Britain To understand changes in Britain from the Stone Age to the Iron Age To develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study To understand how our knowledge of the past is constructed from a range of sources. |
Roman Invasion! (Julius Caesar) A local history study - To identify Iron Age settlements in the local area. To develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study |
Roman Britain To develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study The Roman Empire and its impact on the local area and Britain A local history study- How Roman settlement shaped the wider local area.
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4 |
Ancient Egyptians The achievements of the earliest civilizations To develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study To understand how our knowledge of the past is constructed from a range of sources. |
Ancient Egyptians The achievements of the earliest civilizations To develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study Prior learning link: How did Ancient Egyptian civilisation compare to life in Britain at the time?
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Anglo Saxons Britain’s settlement by Anglo-Saxons and Scots To develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study Prior learning link: Build on learning of Roman Britain. |
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5 |
The Vikings The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor To develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study Prior learning link: Build on learning of British history: Prehistoric Britain, Roman Britain, Anglo Saxons. |
Ancient Greece To develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study To understand how our knowledge of the past is constructed from a range of sources. Prior learning link: Where does Ancient Greece fit chronologically with British history learned so far? And to Ancient Egypt? |
Ancient Greece- The legacy To understand the legacy of Greek culture (art, architecture or literature) on later periods in British history, including the present day. To develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study
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6 |
WW1 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 To develop a chronologically secure knowledge and understanding of British, local and world history, To understand how our knowledge of the past is constructed from a range of sources. |
WW2 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 To develop a chronologically secure knowledge and understanding of British, local and world history, To understand how our knowledge of the past is constructed from a range of sources. |
The Ancient Mayans A non-European society that provides contrasts with British history To develop a chronologically secure knowledge and understanding of world history, understand how our knowledge of the past is constructed from a range of sources. Prior learning link: How does this ancient civilisation compare to others studied; Prehistoric Britain, Ancient Egyptians, Ancient Greeks. |
History Photo Gallery
History
