History

History Statement of Intent 

Intent

At Crook Primary School, the intent of our history curriculum is to give our children a context of the world around them through the knowledge and understanding of what has led it to be this way.

Children must develop a secure understanding of the chronology of British History as well as aspects of European and World History. We want them to be able to make connections between past and present and use this information to form their own opinions. Through the thread of explorers, we will enrich the knowledge of the wider world’s history and the impact that it has had on our island, and our children’s lives, with the aim of giving them higher aspirations. To help them succeed, our history curriculum will equip the pupils with critical thinking skills, the ability to analyse information and express an educated opinion. A knowledge of the relationships between groups of people and how these have changed over time will give the pupils an understanding of current events. Our overarching aim is that through our high-quality history education our children will have the best chance of identifying and successfully navigating the challenges of their time.  Where possible we will develop enquiry based questions using the Sustainable Development Goals as a focus to help us understand the past and to discover links to the History they learn and the wider community and locality.

 

Implementation

Our History curriculum is designed so that children can  at first in Key Stage one understand the following key themes:

  • Past and present   
  • Passage and changes  over time
  • Significant historical people and events
  • An understanding of democracy and institutions

 

History in Key Stage 1 will at first focus on the world around them and their living memory before moving onto events that go beyond living history. This will ensure a firm foundation for KS2 History

Our overarching themes through the teaching of History in Key Stage 2 are the following:

  • Organised state and democracy
  • Power 
  • Cultural identity 
  • Explorers and significant persons who have shaped the world as we know it.

 

History will be taught in 2 week blocks each term so that children can spend time making connections and concentrating in depth on a particular period in History. We will use explorers from the COJO scheme to bring History alive and allow children to identify with  people who “ believe and achieve”

British History will be taught in chronological order to allow children to reference previous events in time and refer to this in prior learning year on year. They will be able to develop a sense of time and space.   European and Non European history will be taught so that children can make connections with what was happening in Britain at that time.

Each unit of history will develop the following skills

  • Chronological understanding
  • Knowledge and understanding of events, peoples and changes in the past
  • Connections and Historical links
  • Interpretations of History
  • Historical enquiry
  • Children will develop the skills to read as a “ historian”

 

Each unit will have “sticky Knowledge “ and “ key vocabulary”. This will be shared with children in their books so that they can use them as a point of reference. To support long term memory and to make connections between their learning, children will have a timeline in their books so that they can use them as a reference and add knowledge to them as they progress through the school. Books will be subject specific and will continue with children each year. There will also be a school History timeline for children to refer to in the playground.

 

Key Stage 1

 

AUTUMN

SPRING

SUMMER

YEAR 1

Time Period: 21st & 20th century

Theme: Now & Then 

Changes within living memory 

Enquiry: Why do you think toys have changed?

Time Period: 19th century

Theme:Local Study: Railways

Significant historical events, people & places in own locality 

Enquiry: What important role did the North East play in the railways?

Time Period: 21st century

Theme:People Who Inspired Us

Lives of significant individuals in the past that have contributed to international achievements

Enquiry: How has Steve Backshall been influenced by David Bellamy?

YEAR 2

Time Period: 1873 - now

Theme:The Monarchy: Queen Victoria  

Lives of significant individuals in the past that have contributed to national achievements 

Enquiry: What is the  legacy of Queen Victoria in Britain? 

Time Period: 1607-1617

Theme:First Colonisation of America 

Events beyond living memory that are significant globally 

Enquiry: What does colonisation mean?

Time Period: 1666

Theme:Fire of London

Events beyond living memory that are significant nationally

Enquiry: How did the Great Fire of London change the city?


Lower Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 3

Time Period:8000BC - 4000BC

Theme:Stone Age to Iron Age 

Changes in Britain from the Stone Age to the Iron Age  

Enquiry: How did life change from the stone age to  the iron age?

Time Period: 8000BC - 2000BC

Theme:A Local History Study: Prehistoric history of Durham 

A depth study linked to changes in Britain from the Stone Age to the Iron Age  

Enquiry: What do we mean by prehistoric Durham?

Time Period: 3500BC - 500AD

Theme:Ancient Egypt

The achievements of the earliest civilisations – an overview of where & when the first civilisations appeared & an in-depth study of one 

Enquiry: What do we mean by early civilisations?

YEAR 4

Time Period: 753BC -410AD

Theme:Romans 

The Roman Empire & its impact on Britain

Enquiry: What is the legacy of the Roman Empire in Britain?




Time Period: 69AD - 5th century

Theme:A Local History Study: Roman Influence in Durham – Binchester

A study over time tracing how several aspects of national history are reflected in the locality


Enquiry:What evidence of the Romans can we see in the North East today?

Time Period:449 -1066

Theme:Anglo Saxons

Britain’s settlement by Anglo Saxons & Scots 

Enquiry: Who were the Anglo Saxons & how did they live in Britain?

 

Upper Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 5

Time Period:8000BC - 30BC

Theme:Ancient Greece

A study of Greek life & achievements & their influence on the western world 

Organised state and democracy

Enquiry: How did the Greeks influence the western world?

Time Period: 1072 - now

Theme:A Local History Study: Castle in the North East 

A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality 

Enquiry: What is the significance of castles in the history of the North East?

Time Period:789 - 1042

Theme:Vikings 

The Viking & Anglo Saxon struggle for the kingdom of England to the time of Edward the confessor 

Enquiry: Who were the Vikings & why did they  want to come to England?

YEAR 6

Time Period: 1939 - 1945

Theme:World War 2

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Enquiry: What was life like in Britain during World War 2?

Time Period: 20th century

Theme:Women in History 

A Study of an Aspect or Theme in British History that Extends Pupils’ Chronological Knowledge beyond 1066

Enquiry: How has life changed for women in the 20th century?

Time Period:1100 -1897

Theme:Benin

A non-European society that provides contrasts with British history 

Enquiry: What is the significance of the Kingdom of Benin in history?

 

Impact

Children will become increasingly critical and analytical within their thinking and will be able to make informed and balanced judgements based on their knowledge of the past. This will help them make decisions about their own future and the future of the world. They will have a strong cultural identity

They will also become increasingly aware of how historical events have shaped the world in which they live with particular reference to their own area and context.  

Children will be summatively assessed at the end of each year and be deemed to be working at either age related expectations or not.  Staff will follow our assessment policy using a range of in class assessment strategies to ensure that children have retained key “ sticky” knowledge.

 

Progression of Skills

 
  • History Progression of Skills
    History Progression of Skills