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History

The study of history is embedded in our curriculum here at Dundale. Through historical study, children learn, not only about different periods of history and how they fit together, but also to develop the skills to become inquisitive, historical investigators. We encourage the children to ask questions about the past and develop their ability to identify possible sources of evidence to help them answer them. We encourage them to think about why things happened and the consequences this had, not only back in history, but which sometimes remain today. Our history curriculum is enriched with trips to places of historical interest both local and further afield and themed days

 

  • Content of each year for every subject:

History skills begin to be developed in Early years. Children will learn to notice how things change over time, particularly how they themselves have changed. They will also begin to recognise significant events. History topics are not set and may be developed around the children’s interests.

 

In KS1 and 2, history will be developed through the following topics of learning…

 

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Y1

Changes in living memory

 

 

 

History of toys

Y2

History of flight

Neil Armstrong

 

Walter Rothschild

 

Marie Curie / Florence Nightingale / Georgia O’Keeffe

Y3

The Stone Age

 

The Ancient Egyptians

 

 

Y4

Romans

Inventors

Explorers

 

Anglo Saxons

Y5

Vikings

History of space travel

Tudor monarchs/crime and punishment

Mayans

 

Y6

WW2

Ancient Greeks

 

 

 

 

Knowledge Skills Vocabulary

 

The National Curriculum requirement are as follows:

Key stage 1

Pupils 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.

In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

 Pupils should be taught about:

§ changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

§ 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]

§ 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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] § significant historical events, people and places in their own locality.

 

Key stage 2

 Pupils should 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.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

 

If you would like to know more detail about the progression of skills, please see the attached History Curriculum Overview.

 

History Curriculum Overview

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