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History Curriculum

History Curriculum

In Rimrose Hope when studying history, we aim for all pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We try to inspire pupils’ curiosity to know more about the past. We aim to equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We believe history helps pupils to understand 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. We do this through engaging in the school’s storyline approach. This particular pedagogy ensures that children are emotionally engaged in the period of history they are studying and therefore more naturally motivated to deepen their learning. Knowledge organisers are an essential part of the historian’s armoury and teachers are encouraged to enable children to get involved in the subject through general knowledge quizzes and other pre learning tasks. In line with school pedagogical practice we use Lane Clarke’s Thinking Tools to develop our children’s reasoning and specific problem solving skills in history and assess the historical skill-set the children possess alongside their more general presentation skills.

In keeping with are school's drive to encourgae Mastery and Depth, the appropriate stickers are used in children's work to show who has achieved 'Mastery' of history through their knowledge and understanding of the events and people involved. 'Depth' will be for those enlightened enough to make connections within and across historical periods as well as empathising with the plight of many compared to the decadence of the few throughout the past.

Progression of Skills

 

EYFS

We breed young historians in Rimrose Hope and we feel that it is important that children in Reception start to understand the concepts of time, such as things that happened long ago, things that occurred in the recent past and the effects that they have had on our lives. The EYFS skills for history encourage the use of vocabulary that can accurately describe when a significant person or event took place. 

 

Key Stage 1

 

In Year 1 and 2, children will begin to focus there historical learning by looking at the changes in their local environment in the past century. They will also study significant moments of importance to Britain, like the Great Fire of London, as well as learning about important and inspirational historical figures, such as Florence Nightingale. All children in Rimrose Hope will follow a progression of skills throughout their history learning (see below) that begins in Early Years and gradually builds up through Key stage 1.

 

Key Stage 2

 

When children become Juniors, they should be we aware of local aspects of history that has had significant effects on modern life. Areas of study from Year 3/4 will include the Romans impact on Britain, Ancient Egypt, the Stone Age and Vikings.In Year 5 and 6, children will learn about the life of the Ancient Greeks, British history that has had a lasting effect to society, such as World War II and the Battle of Britain. Children will continue to delve deeper into historical enquiry through these main areas of learning:

 

Chronological Understanding focuses on understanding historical timelines to plot more acutely how long ago certain events took place. By Year 5 and 6, children should develop the understanding of history concurring concurrently during the same epoch but in different parts of the world.

 

Knowledge and understanding of events, people and changes in the past will engage historians with key events and relevant people throughout history, hopefully recognising links and making connections to other features of historical events and periods. 

 

Historical interpretation  Using inference and research skills, children will be encouraged to think deeply about the people in the past would have felt during their lives through significant and often strenuous times in the past. They should be able to use suitable resources and evidence to evaluate the recording of events and that there is often more than one side to the story.

 

Historical enquiry Enquiry will start in LKs2 with children researching and sorting different source material about the given topic to guide their learning. By UKs2, children should be posing their own questions of historical enquiry for investigation.

 

Organisation and communication This step revolves around the outcome of the learning journey. Historians should communicate about the past through a variety of mediums, from drama and role play to non-chronological reporting and art work. They will learn how to study and read data to make use of their enquiry skills and by Year 6, a competent historian will be able to lead to plan and present a self-directed study or research project.

 

 

 

 

 

High Standards in History - examples of expected level work

Frogplay

Don't forget to check out Frogplay for quizzes about all aspects of History taught from Year 1 all the way up to Year 6! Children will often be assigned a quiz relating to the current history topic, so make sure they check their 'calendar' to see if they can get a head start with their learning!

 

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