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