Curriculum Learning Guide History

How is History taught at East Morton CE Primary School? How is History taught at East Morton CE Primary School?

Curriculum Intent What do we want to achieve with our History curriculum?

At East Morton CE Primary, we believe that our carefully sequenced History curriculum provides our learners with every chance and opportunity to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Through an engaging ‘hook’ at the beginning of each topic, we inspire learners to become life-long historians who are curious about the world in which they live and are eager to know more about the past. Our learners are supported to develop their historical enquiry skills through asking perceptive questions, thinking critically, weighing evidence, sifting arguments and developing perspective and judgement.

Implementation: How will this be achieved?

We have created a Learning Challenge curriculum within KS1 and KS2, which follows an enquiry based approach and is fully aligned with the National Curriculum. History and Geography are the key curriculum drivers within each of the topics studied. Within Year 1 and Year 2, History and Geography are used equally across the year as curriculum drivers. Within KS2, as there are only three topics per year, History and Geography are used equally as drivers between Year 3/4 and Year 5/6.

Each Learning Challenge topic is based on an overarching question, with subsidiary questions then providing a focus for each session. Each topic begins with a hook to engage learners and spark their interests. Our innovative scrap booking approach to Learning Challenge in KS2 allows the children to lead their own learning when researching the answer to a given question. We develop learners’ independence and encourage them to use their creativity when organising their learning. Our learners take great pride in their work and enjoy the freedom that they are given to follow their own interests.

In Reception, History often focuses on how things have changed within the learners’ lifetime. Learners think about how their lives compare to that of their grandparents, for example the different toys that they played with. As part of RE, learners look at themselves as babies and the different things that they can do now, that they could not do then.

In KS1, learners develop an awareness of the past, using common words and phrases relating to the passing of time. They know where the people and events they learn about fit within a chronological framework and identify similarities and differences between ways of life in different periods. Our enquiry approach to learning allows learners to ask and answer questions, choose and use parts of stories and other sources to show that they know and understand key features of events.

In KS2, learners continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Learners note connections, contrasts and trends over time and develop the appropriate use of historical terms, they regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They construct informed responses that involve thoughtful selection and organisation of relevant historical information. Learners understand how our knowledge of the past is constructed from a range of sources.

All learners at East Morton CE Primary take part in all aspects of our curriculum; our History curriculum aims to make a difference in each learner’s life by providing knowledge and experiences that they may not have access to outside of school. Where required, lessons and resources are adapted to ensure that all learners are included and can access the whole History curriculum.

Our History curriculum is enhanced with extra opportunities through schools visits and visitors in school, some of these act as a ‘hook’ at the start of a Learning Challenge topic. Examples of these are visits to Salts Mill, a Stone Age day at Nell Bank and visits from experts, family members and school staff.

Our assessment of History is robust, as we use the progression statements below to support both planning and assessment within each year group. These statements carefully weave together the knowledge, skills and understanding which we believe our learners require in order to become successful historians of the future. At the beginning of each topic, a learning plan is shared with pupils which clearly states relevant prior learning, key knowledge, skills and understanding for the topic, the ‘end point’ of the learning journey and key vocabulary. For each unit, the children will be assessed at a midpoint of the unit to assess attainment. In addition, children will complete an ‘end of unit task’, to assess knowledge and skills relevant to the unit studied. In Year 1 learners are supported in completing a knowledge based mind map as a class. In Year 2 and above, learners are supported in completing an individual knowledge-based mind map. These are then returned to once the end of topic task has been completed and learners are able to reflect on their achievements in a learning log, using the learning plan to support their self-evaluation.

Cross- Curricular Links

Subjects such as English, Art, DT and RE are reinforced through History by giving learners the opportunity to: Articulate ideas and compare and contrast their views with others, learn vocabulary and learn about the legacy left from different periods of history and cultures. Impact: What will outcomes for learners be?

Learners will:

 know more, remember more and understand more about History.  have knowledge, skills and understanding which are necessary in order to become successful historians of the future  to develop a chronologically secure knowledge and understanding of British, local and world history  learn lessons from history to influence the decisions they make in their lives in the future  build knowledge and experiences that they may not have access to outside of school, such as school trips and visits  The majority of learners will achieve or exceed age related expectations in History

Weaving knowledge, skills and understanding together in History History: Key Stage 1 Within living memory Beyond living memory Lives of significant people Local history

 changes within living  events beyond living  the lives of significant  significant historical events, memory. Where memory that are individuals in the past people and places in their appropriate, these significant nationally or who have contributed to own locality should be used to globally [for example, the national and international reveal aspects of Great Fire of , the achievements. Some change in national life first aeroplane flight or should be used to events commemorated compare aspects of life in through festivals or different periods anniversaries]

Year 1 Year  To know how we  To be able to retell the  To know who Guy Fawkes  To know that Guy Fawkes change as we story of the Gunpowder was and why he is famous has family links to Farnley get older Plot  To know who Samuel Hall in Otley  To know how  To know that there was a Pepys was  To know about the objects change large fire in London  To know that Samuel Monument in London and through the years  To be able to use words Pepys’ diary detailed the how it is used to remember  To compare the and phrases like after, events of the Great Fire of the Great Fire of London similarities and before, past and a long London and that this is  To know that East Morton differences time ago how we know the order Primary School was moved between fire  With support understand of events to a different location in the fighters in 1666 a simple timeline and  To know who Beatrix past. and fire fighters where the Great Fire of Potter was and why she is today London occurred famous  To compare the  To know that the Great  To know some of the similarities and Fire of London started on significant changes differences Pudding Lane in a bakery effected by Beatrix Potter between life in  To know that houses in 1666 were made from 1666 and life wattle and daub and today wood  To compare the  To know why the fire similarities and spread so quickly differences  To know what St Paul’s between East Cathedral is and know Morton in the how the building past and modern changed following the day East Morton Great Fire of London  I know that there is a monument in London to remember the Great Fire of London  To compare houses in 1666 to our houses today

Year 2 Year  Through  To be able to compare  To know about the life of  To know that Skipton has a supported what Skipton (including a famous historical castle, which was first built research the castle) was like in European who lived in a around a thousand years (including visiting 1900, to Skipton in castle or palace (Marie- ago during medieval times. speakers) be modern times (using Antoinette)  To understand that castles able to compare vocabulary such as: old,  To know that Queen this old require restoration life today, to life new, before, after, past, Elizabeth II is Queen of and to know that the in 1953 when present, then and now). England and is also the original Skipton Castle was Queen  To be able to define the great granddaughter of built from wood and was Elizabeth’s term ‘Victorian Times’ Queen Victoria. then rebuilt in stone. coronation took and be able to locate this  To know that Queen  To be able to recognise the place. period on a timeline. Elizabeth is the longest difference between castles  Through  Through supported reigning monarch in and their own homes discussion, research, know how English history.  To be able to identify the identify as a class royal/upper class children  To know about the life advantages and what they were educated in and legacy of Queen disadvantages of castle life believe Queen Victorian Times Victoria and in particular Elizabeth’s  Through supported the fact that she came to  To understand that there greatest legacies research, know about a throne in 1837 at the age are many differences will be. typical day in the life of a of 18 and was the longest between castles and be  To know that the working class Victorian reigning monarch before able to compare Skipton toys their child who did not attend Queen Elizabeth II. Castle to another, local grandparents school.  To know about the life of castle. played with were  To understand the Charles Dickens and his  Through supported different to their importance of the church legacy as an author. (To research, to know that own in introducing education be able to make links there are castles in other  To know what a to the working classes between Oliver Twist and countries around the world, number of older  Through research, the work completed on not just the UK. objects were understand what life was childhood in Victorian  Through supported used for like in a Victorian school Britain) research, recognise the room. difference between a  To be able to compare castle and palace. and contrast a day in a Victorian school to a day at East Morton.

History: Lower Key Stage 2

An in-depth study of Britain from the British History beyond 1066 Early Civilisations Stone Age to 1066 Ancient Egypt

 To include:  An aspect of theme that takes pupils beyond 1066 To understand the achievements of  Stone age to Iron age  The legacy of Roman, Anglo Saxon and Viking the earliest civilisations  Romans culture (Christianity/beliefs, art, architecture and To have an overview of when and  Anglo-Saxons geography) on later periods in British history where these civilisations appeared 

Year 3  Recognise the importance of  To know the importance of Stonehenge as a archaeologists in helping us UNESCO World Heritage Site

to understand more about  To know the importance of Skara Brae as what happened in the past UNESCO World Heritage Site  Know and describe how  To understand the significant legacy of the Britain changed between the Roman period including construction beginning of the Stone Age (market squares, aqueducts, roads and and the Iron Age and then concrete) and language, writing and from the Iron Age through to number (including the modern calendar) Roman times (using dates and terms such as BC and AD)  Through supported research, identify and explain the main similarities and differences between the stone, bronze and iron ages, using a timeline to order events chronologically  Define what is meant by ‘hunter-gatherers’  Understand the importance of Stone Age paintings in helping us to understand more about life in these times  Know where the Romans originated from and show this on a map  Define the term ‘invasion’ and explain the Roman invasion  Understand how Britain changed from the Iron Age to the end of the Roman occupation – using timelines to support an understanding of chronology  Explain how the Roman occupation of Britain helped to advance British society  Describe the resistance to the Roman occupation and have an in-depth knowledge of Boudicca and her place in British history  Using different sources of evidence (including key texts and the internet), research and present key information about a significant Roman emperor

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History: Upper Key Stage 2

Early Civilisations Non-European Study Local History Study British History beyond 1066 Ancient Greece Early Islamic Civilisation

• A study of Greek life and • To undertake a study of a • A study of a site dating • The legacy of Greek and achievements and their non-European society from a period beyond 1066 Islamic culture (art, influence on the western world which provides a contrast that is significant in the architecture, literature, with British history locality maths, science) on later periods in British history • A study of a site dating from a period beyond 1066 that is significant in the locality

Year 5 Year  To revise the term  To understand the BC and be able impact of Greek to create a democracy on life in timeline showing modern Britain and key historical how Parliament events within affects decision Ancient Greece making today  To understand the  To understand the difference impact of Greek between primary culture on our lives and secondary today (philosophy sources of and sport) evidence and be able to use these to support research  To be able to locate modern day Greece and Iran (Persia) using an atlas/digital mapping  To understand that Ancient Greece was not one country but was made up of a number of states (Athens, Sparta and Troy)  To know that the Peloponnesian War was a battle between Sparta and Athens (431 – 404BC)  To understand the strategies used by the Greek army to ensure success (Phalanx)  To describe the importance of Alexander the Great in defeating the Persian Empire in the 330s BC  Independently research the life of a typical Athenian woman and man and present findings, comparing gender equality then and now and to offer a personal perspective, based upon their research  Through independent research, know the names and significance of key Greek gods and mythological creatures and compare and contrast to those studied within Ancient Egypt  To understand the importance of pottery within Greek culture and be able to create a vase in a Greek style on on

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