History

Subject Intent

“History is the study of our past, as defined and created by the actions and decisions of those that have gone before us.” – Doull, Russell and Hales. Mastering Primary History

Our curriculum has been designed to enable all pupils at Kingsleigh Primary School to acquire, sequence and develop the knowledge needed to understand local, British and world history.

Our pupils are taught the granular knowledge of when, who and where; they then apply these using the procedural knowledge, allowing them to work like historians through our carefully planned learning journey from Pre-School to Year 6. 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. Through this journey, pupils develop an understanding of time and chronology, identifying characteristic features, analysing cause and consequence, interpreting evidence and asking questions about the past. This supports pupils to understand the interconnected nature of the key periods of history studied as one narrative through their time at Kingsleigh.

Subject Implementation

At Kingsleigh, our time periods are centred around an enquiry question; this allows all children to conduct historical investigations and act as a historian.

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 in order to establish that the past is distinct from the present. We use picture books and stories to consider old and new.

Children in Key Stage 1 then build on this knowledge and about key historical figures, events and periods of time both within and beyond living memory. Year One learn about their personal history and family tree, as well as Queen Elizabeth the Second. These are opportunities to study changes within living memory and significant individuals. They then learn about the Great Fire of London as a significant event from beyond living memory. In Year Two, the children study the Victorians to compare experiences between time periods. At the end of the year, they complete a local area study of the history of Bournemouth and Poole.

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 (Egypt, Greece and the Mayans) who have shaped history from across the world. Children acquire their historical knowledge through the reading of quality texts, educational visits and looking at historical sources to find evidence, including artefacts. Children's knowledge is assessed through a carefully planned assessment end point at the beginning of the next unit to inform planning and classroom practice.

HISTORY

NC Coverage

Autumn

Spring

Summer

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.

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.

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.

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.

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

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.

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?

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.

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

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.