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Crondall Primary School

History

At Crondall Primary School, we have always believed that History is a subject where ‘Learning Through Experience’ is a key to children’s understanding.

The 2014 National Curriculum for history aims to ensure that all children:

  • Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate children’s curiosity to know more about the past.
  • Should learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
  • Begin 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.

By the end of EYFS…

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

By the end of KS1…

Children 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.

Pupils will be taught about:

  • changes within living memory.
  • events beyond living memory that are significant nationally or globally.
  • the lives of significant individuals in the past who have contributed to national and international achievements. These are used to compare aspects of life in different periods.
  • significant historical events, people and places in our own locality.

By the end of KS2…

Children will 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.

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 or theme in British history that extends pupils’ chronological knowledge beyond 1066.
  • The achievements of the earliest civilizations –Ancient Egypt.
  • 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 – Mayan civilization c. AD 900.

Implementation at our school

Our history is implemented through our topic based curriculum enhancing learning in other areas of the curriculum too.  We use history topics as a driver for our topics linking with key literature to enhance and bring learning alive.

Impact

At Crondall Primary, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on analytical thinking which helps children gain a coherent knowledge and understanding of Britain’s past and that of the wider world and fires children’s curiosity to know more about the past. Through this study children learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

“We had an medieval feast so we could experience what it was like in those days, eating their food and sitting in a banquet” Year 3.

“I like dressing up in the old days and pretending to be part of history” Year 4.

“Our fabulous finish to our topic was a dress up be a history person for the day” Year 5.

How to support my child?

  • Visits to the library to look at history related topic books
  • Museum visits to help develop children’s understanding
  • Tv programmes and documentaries related to their topic