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Reydon Primary School

An Trust Academy

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Reydon Primary School

An Trust Academy

History

Our Learning journey pathway in History at Reydon Primary School.

History at Reydon Primary School

 

History

AUTUMN

SPRING

SUMMER

Reception

People and Communities

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions

 

People and Communities

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions

 

People and Communities

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions

 

YEAR 1

Castles

Significant historical events, people and places in their own locality.

Castles

Significant historical events, people and places in their own locality.

Significant People – Sam May, Grace Darling

Significant historical events, people and places in their own locality.

YEAR 2

Inspirational People

Edith Cavell, Mary Seacole, Tim Peake, Neil Armstrong, Nelson Mandela

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

The Great Fire of London

events beyond living memory that are significant nationally or globally

A local significant historical local event – The Battle of Sole Bay

significant historical events, people and places in their own locality.

 

YEAR 3

Ancient Greeks

Pupils should be taught a study of Greek life and achievements and their influence on the western world

STONE AGE

History – Stone Age to Iron Age            

Pupils should be taught about changes in Britain from the Stone Age to the Iron AgeThis could include:

a.late Neolithic hunter-gatherers and early farmers, for example, Skara Brae .

b.Bronze Age religion, technology and travel, for example, Stonehenge

c.Iron Age hill forts: tribal kingdoms, farming, art and culture.

 

BRONZE AND IRON AGE

History – Stone Age to Iron Age            

Pupils should be taught about changes in Britain from the Stone Age to the Iron Age

This could include:

a.late Neolithic hunter-gatherers and early farmers, for example, Skara Brae .

 

YEAR 4

ROMANS

Pupils should be taught about the Roman empire and its impact on Britain.

This could include:

a.Julius Caesar’s attempted invasion in 55-54 BC

b.the Roman Empire by AD 42 and the power of its army

c.successful invasion by Claudius and conquest, including Hadrian’s Wall

d.British resistance, for example, Boudica

e."Romanisation" of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

 

ANGLO SAXONS AND SCOTS

Pupils should be taught about Britain’s settlement by Anglo-Saxons and Scots.

This could include:

a.Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

b.Scots invasions from Ireland to north Britain (now Scotland)

c.Anglo-Saxon invasions, settlements and kingdoms: place names and village life

d.Anglo-Saxon art and culture

e.Christian conversion – Canterbury, Iona and Lindisfarne

VIKINGS TO THE NORMAN INVASION

Pupils should be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.

This could include:

a.Viking raids and invasion

b.resistance by Alfred the Great and Athelstan, first king of England

c.further Viking invasions and Danegeld

d.Anglo-Saxon laws and justice

e.Edward the Confessor and his death in 1066

YEAR 5

Black History

Pupils should be taught to remember and celebrate important events and people in history from African descent. Including their struggles, rights, slavery and discrimination.

Non-European Study

Mayan Civilisation

Pupils should be taught about a non-European society that provides contrasts with British history - one study chosen from: 

  1. early Islamic civilization, including a study of Baghdad c. AD 900;
  2. Mayan civilization c. AD 900; or
  3. Benin (West Africa) c. AD 900-1300

History – Victorians

Extended chronological study

Pupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

For example: 

The monarchy- society structure

Industrial revolution and slave trade links

Developments in Britain- The Railway

YEAR 6

World War II

Pupils should be taught about an aspect of local history

For example:

a. a depth study linked to one of the British areas of study listed above

b. a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

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

The Egyptians

-achievements of an Early civilisation

 

Suffolk through the Centuries 

-a local history focus reflecting how several aspects of national history are reflected in the locality.

-reflect on previous units taught at Reydon with local focus

I.E Framlingham Castle (Castles), The River Waveney (Rivers), Sutton Hoo (Anglo Saxons), Bouncing Bomb in Southwold (WWII), Roman Villas in Suffolk- i.e. Stonham Aspal or Castle Hill in Ipswich (The Romans) etc.

 

EYFS: Throughout the year.

Progression in History Skills

Key Stage 1 Useful vocabulary.

Curriculum Intent

 

At Reydon, we study History each term with History informing the ‘Homework Menu’ that is offered to all children. We aim to offer a high-quality history education that 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.

 

Learning equips 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.

 

History units are carefully planned to enable children to develop their historical knowledge and skills within a carefully sequenced and coherent curriculum, through the following key concepts. 

  • Chronological understanding
  • Range and depth of Historical knowledge 
  • Historical interpretation
  • Historical enquiry 

 

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

  1. 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
  2. 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
  3. gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  4. 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
  5. 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
  6. 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.

 

Curriculum Implementation

 

Our History curriculum aims to excite the children and allow them to develop their own skills as historians. As part of a topic lead programme it allows opportunities for cross curricular links to be made to ensure the children have many occasions where by they can apply their knowledge and understanding.

 

Key stage 1

 

Pupils 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 study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They use a wide vocabulary of everyday historical terms. They 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 understand some of the ways in which we find out about the past and identify different ways in which it is represented.

 

Pupils are taught about:

  1. Changes within living memory.
  2. 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]
  3. The lives of significant individuals in the past who have contributed to national and international achievements. [for example, Christopher Columbus and Neil Armstrong, and Florence Nightingale and Edith Cavell
  4. Significant historical events, people and places in their own locality.

 

Key stage 2

 

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

 

Pupils are taught about:

  1. Changes in Britain from the Stone Age to the Iron Age Examples
  2. The Roman Empire and its impact on Britain.
  3. Britain’s settlement by Anglo-Saxons and Scots
  4. The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  5. A local history study
  6. A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  7. 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
  8. Ancient Greece – a study of Greek life and achievements and their influence on the western world
  9. 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.

 

Curriculum Impact

 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. At Reydon we use summative assessment to determine children’s understanding and inform teachers planning. This is reviewed on a termly basis by the subject leader who also carries out regular learning walks, book scrutinies and lesson observations.

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