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North Cadbury Church of England Primary School

‘To be the best we can be’

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North Cadbury Church of England Primary School

‘To be the best we can be’

History

 

History

Purpose of study

 

A high-quality history education will help pupils gain a coherent knowledge and

understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity

to know more about the past. Teaching should equip pupils to ask perceptive questions,

think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps pupils to understand the complexity of people’s lives, the process of change,

the diversity of societies and relationships between different groups, as well as their own

identity and the challenges of their time.

 

Aims

 

The national curriculum for history aims to ensure that all pupils:

 

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

 

Key stage 1

 

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

 

Pupils should be taught about:

 

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • the lives of significant individuals in the past who have contributed to national an international achievements. Some should be used to compare aspects of life i different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • significant historical events, people and places in their own locality.

 

Key stage 2

 

 Pupils should 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. They should note connections, contrasts and trends over time and

 develop the appropriate use of historical terms. They should regularly address and

 sometimes devise historically valid questions about change, cause, similarity and

 difference, and significance. They should construct informed responses that involve

 thoughtful selection and organisation of relevant historical information. They should

 understand how our knowledge of the past is constructed from a range of sources.

 In planning to ensure the progression described above through teaching the British, local

 and world history outlined below, teachers should combine overview and depth studies to

 help pupils understand both the long arc of development and the complexity of specific

 aspects of the content.

 

Pupils should be taught about:

 

  • changes in Britain from the Stone Age to the Iron Age
  • the Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • a local history study
  • a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

What does this look like at North Cadbury Primary School?

How do we plan for progress in history?

 

By planning for progress, we ensure all children have the opportunity to develop their historical knowledge and improve in key supporting skills as they proceed throughout their primary education. The progression document below has been adapted for our split-year classes: Unicorns (Y1/2), Phoenix (Y3/4) and Dragon (Y5/6). 

What would you see in a history lesson?

 

In a history lessons at North Cadbury School, you will see the sequence of lessons and activities are well planned, and that teachers use a range of resources, especially ICT resources, to ensure progressive learning and acquisition of skills in geography. You will see lessons full of engaged and motivated pupils alongside teachers that have high expectations of pupils’ learning. In KS1 and Reception, history is taught as an intrinsic part of the English curriculum with overlap into many other curriculum areas to complement learning. In contrast, KS2 approach history in line with the expectations that will be found in KS3 and beyond where history lessons are timetabled into discrete weekly blocks. Borrowing from the KS1 approach, KS2 also ensure their history offering is enriched by combining with other curriculum areas, especially English, to provide the best learning outcomes. 

What would you see in books?

 

In the books, you will see a variety of evidence from photos of hands-on activities to extended writes which allow children to put to use their English skills in their foundation studies. The books will reflect the high expectations we have for all of the children under our care and clearly demonstrate our commitment to ensuring all of them meet fulfill their potential.

How do we assess history?

 

We use Teacher Assessment at the end of the academic year to children's progress in history by assessing them against our Framework of Skills. We take into account, not only the evidence demonstrated in books, but  also their contributions during lessons over the course of the year. In KS2, history units are followed by a "double-page spread" which demonstrates the cumulative learning over the course of the unit, and this is a major contributor to the Teacher Assessment grading. 

 

How do we tailor the learning to all students?

 

Differentiation is planning to ensure that all students in the class can understand and make progress in their learning.  At North Cadbury Primary School we ensure: all students have the opportunity to explore the key concepts and achieve success, we use frequent formative assessment is used in order to monitor students’ progress, teachers are flexible about how they group students by giving them the opportunity to work alone, with different people or as a whole class and students are actively engaged in activities that will enable them to achieve success. We believe that differentiation is related to differential learning gains rather than focusing on attainment levels. Students who are making progress, regardless of their starting point, will need different opportunities from those who are not.

 

Which hashtags do we use to signpost work on Tapestry?

 

#PixieHistory

#UnicornHistory

#DragonHistory

#GeographyHistory

 

Please note that you must have a Tapestry account to see the work which teachers have shared on Tapestry and involves your child.

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