History Intent, Implementation and Impact
Intent
Our aim is for all children to become mastery learners, confident orators, active learners and lifelong readers.
In History this means that our sequential curriculum will enable children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We promote a love of history and believe we can all children can be historians. Children will become critical thinkers and confident orators as they are given the opportunity to ask perceptive questions, investigate sources and justify their opinions with their peers and so broaden their knowledge of key events in History.
Our curriculum enables children to become mastery learners by building on key concepts year on year so that each child develops a secure chronological timeline which makes knowledge easier to learn. We aim to help children understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups.
Children gain a sense of their own identity within a social, political, cultural and economic background. We provide a progressive and sequential curriculum across the school which allows children the opportunity to develop their skills of enquiry, investigation and analysis, thus becoming active learners.
The focus on disciplinary reading ensures that children become lifelong readers.
Implementation
History is taught throughout the year so that children achieve depth in their learning. The key knowledge and skills of each topic have been identified and consideration has been given to ensure progression throughout the school.
By the end of Year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives.
Cross-curricular outcomes in history are specifically planned for with strong links between the history curriculum and English lessons enabling further contextual learning. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.
The local area is utilised with opportunities for learning outside the classroom embedded in practice.
Planning is informed by and aligned with the national curriculum. Staff have access to plans and resources produced by the Rising Stars scheme which are adapted to meet the needs of our pupils. Consideration is given to how learners will be supported in line with the school’s commitment to inclusion. Our quality-first teaching aims to meet the needs of all children and our history lessons are designed to be inclusive and differentiated to support disadvantaged children in our community.
Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge.
Impact
Children are able to draw comparisons and make connections between different time periods and their own lives.
Children develop their skills of enquiry, investigation and analysis
Children will have a chronological understanding of British history from the Stone Age to the present day.
History TBC
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History Intent Our history curriculum will enable children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We promote a love of history and believe we can all enable all children to become historians. Children will become critical thinkers and confident orators as they are given the opportunity to ask perceptive questions, investigate sources and justify their opinions with their peers and so broaden their knowledge of key events in History. Our curriculum enables children to become mastery learners by building on key concepts year on year so that each child develops a secure chronological timeline which makes knowledge easier to learn. We aim to help children understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups. Children gain a sense of their own identity within a social, political, cultural and economic background. We provide a progressive and sequential curriculum across the school which allows children the opportunity to develop their skills of enquiry, investigation and analysis, thus becoming active learners. |
Making Connections - Diversity and Global Migration Throughout history, our ongoing, golden thread that interweaves through this curriculum area and links concepts, learning, knowledge and discussion is DIVERSITY and MIGRATION. The United Kingdom has been an island that has attracted migration for centuries representing both ancient and modern history. Migration has influenced Britain’s economy, politics, culture and relationship with the wider world. As a result of migration, our society is wonderfully diverse. Diversity not only represents our school but also our country as a whole. We endeavour to find out about, understand and celebrate the difference and the contributions that migrants have made to our country and its history. |
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Links with Reading With reading at the heart of our curriculum, opportunities are explored and exploited to integrate reading through the teaching and learning of history. Class texts have been considered and chosen to support and broaden the topical knowledge covered in History where appropriate. ‘Goodnight Mr Tom’ by Michelle Magorian and ‘Rose Blanche’ by Christophe Gallaz both enrich the year 6 topic of World War II. Prior to this, year 5 study ‘Street Child’ and in years 3, 4 and 5, ‘Viking Boy’, ‘Anglo Saxon Boy’ and ‘Stone Age Boy’ by Tony Bradman support the study of the dark ages. In addition, in year 3, ‘Ug Boy’ by Raymond Briggs is shared to support the study of the stone age. Opportunities to explore and read a range of genres, whilst supporting the disciplinary knowledge of historical technical vocabulary informs both bespoke reading lessons and is interwoven throughout the history curriculum. |
Links with Geography Topics such as The Ancient Egyptians and Ancient Greeks provide children the opportunities to acknowledge the geographical position of these nations in the wider world. Children will use atlases, globes and maps to note the locations of the above together whilst conducting research about their lifestyles to assist with making links with the country’s culture and diversity. Likewise, topics such as the Vikings, enable the children to plot the route of migration from start to finish on a map. This links with map skills and enhances the children’s knowledge of the positioning of countries and continents throughout the world and a deeper appreciation of global migration. |
History – LONG TERM PLAN 2022-2023 - Units linked to Rising Stars Scheme of Work
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History |
YEAR 3 |
YEAR 4 |
YEAR 5 |
YEAR 6 |
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Autumn 1 |
Stone Age – Iron Age Which age was more impressive? Key concepts 1 Significant changes over time 2 Significant developments over time 3 Exploring similarities and differences Writing opportunities: Comparing similarities and differences |
Egyptians How much did the Ancient Egyptians achieve? Key concepts 1 Connections and trends over time 2 The significance of this early civilisation 3 Significant achievements Writing opportunities: linked to key question- what did the Ancient Egyptians achieve? |
Ancient Maya Why should we remember the Maya? Key concepts 1 Cultural differences 2 Analysing source materials 3 Opinion and debate Writing opportunity: linked to key question - should the Mayan’s be remembered as significant? |
Ancient Greeks What did the Greeks do for us? Key concepts 1 The contributions of the Ancient Greeks 2 Democracy 3 Cause and effect Writing opportunities: The impact of the Ancient Greeks |
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Autumn 2 |
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Spring 1 |
Roman Britain What happened when the Romans came to Britain? Key concepts 1 Enquiry - why did the Romans come to Britain 2 The Contributions come to Britain 3 Using sources to find out Writing opportunity: What did the Romans do for us? text |
Anglo-Saxons How has evidence helped us learn about the Anglo-Saxons? Key concepts 1 Chronology - a sense of time 2 Analysing evidence linked to excavation 3 Migration of the Anglo-Saxons Writing opportunity: What have we learnt about the Anglo Saxons? |
Vikings Would the Vikings do anything for money? Key concepts 1 Identifying push and pull factors linked to migration 2 Interpretation of a range of sources and accounts Writing opportunity: Construct an argument -Was Alexander really great? |
World War II What was the significance of World War II? Key concepts 1 Significance of our local area 2 Interpretation of propaganda 3 Chronological understanding of the events of WW2 and the impact worldwide Writing opportunity: report on the Battle of Britain |
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Spring 2 |
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Summer 1 |
Local History Why should we preserve our locality? Key concepts 1 How has the local area changed over time? 2 The importance of preservation 3 The significance of change Writing opportunity: why is our local area important? |
Crime & Punishment How has crime and punishment changed over time? Key concepts 1 Comparisons over time 2 Making connections and trends over time 3 Analysing source materials Writing opportunity: The role of punishment in schools (Victorian and present day) |
The Suffragettes How have attitudes changed? Key concepts 1 The development of equality and attitudes to women 2 The chronology of women’s rights 3 British Values Writing opportunities: Were the suffragettes justified in the actions they took? |
Journeys (Windrush) What makes people go on a journey? Key concepts 1 Race relations in the UK 2 The positive contribution or the Windrush generation Writing opportunities: Recognition of the contributions and overcoming adversity |
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Summer 2 |