Knowledge and skills have been planned and mapped across school to ensure that they are sequenced and progress.
Where appropriate, links with other subject disciplines are carefully mapped and embedded into the curriculum. This enables teachers to build on pupil’s prior learning and revisit and revise previously acquired knowledge and skills, so that it can be retained.
In Y1, pupils begin to develop a sense of history. They explore old and new, past and present and changes over time. They begin with a study of how transport has changed. A local study gives them an opportunity to see how their school and the locality have changed over time, including the changes within living memory. They then begin to develop their understanding of what life was like a long time ago through a study of the Great Fire of London. They learn how this major event in our history changed the way that houses were built, how we lived and how we keep ourselves safe.
In Y2, the pupils learn about a specific period of history – The Victorians. They learn about the lives of famous Victorians and the impact they had on modern life. Queen Victoria is used to explore the concept of monarchy and her role in the establishment of the British Empire. A study of Florence Nightingale and Mary Seacole helps the pupils to compare and contrast the lives of rich and poor and the impact these two figures had on changes in health and medical practice. Cadbury, a local figure from history, is used to explore changes in welfare for workers using the Cadbury’s influence on housing, leisure and the working week.
In Lower KS2 pupils develop a sense of significant changes that took place in Britain over an extended period of time and driven by external factors such as invaders and settlers. This development of knowledge is sequenced chronologically and includes:
In Upper KS2 pupils begin to understand how Britain contributed to global history and helped shape the modern world. They also learn about the history of civilization (including ancient civilizations) and other societies in order to better understand their legacy and its contribution our own history. When studying ancient civilisations, pupils continually draw this knowledge back to ‘what was happening in Britain at this time’ – thus ensuring that they revisit previous learning from prior year groups. This development of knowledge includes:
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