At Manor Community Primary School all children, including SEN and Disadvantaged learn the following concepts through studying different periods of History throughout the school
We want pupils to be able to articulate a narrative about the historical periods they study. We want them to give opinions about the periods they have studied by comparing and contrasting them with other historical periods they have learned about. We want them to accurately articulate their thoughts and opinions through the proactive acquisition of technical and non-technical vocabulary.
History follows on from Geography as it makes links between the geography learning, which helps to secure the location within History.
- Cause and effect
- Continuity and chage
- Invasion and settlement
- Reversible and irreversible
- Comparison and contrast
- Exploration of historical questions becoming progressively more complex
- Evaluating so as to inform opinions
- Primary and secondary sources and artefacts
- Articulations a narrative of the period being studied
- Build a knowledge of a broad timeline from ancient times to present day
By connecting our British Values through the teaching of History, we explore issues that affect us all in our lives and this helps inform decisions that will shape our future e.g Did the Vikings show tolerance and respect when they invaded the Monastery and attacked the monks?
Key Stage 1
We study History by starting with something that is real to the children. We have previously studied Swanscombe in Geography, so we make connections by looking at Victorian homes in the local area and the new Castle Hill development. We start by discussing and comparing their own homelife and what is in their homes e.g. a television; different bedrooms; plumbing. We move from this to a visit around the local area and they look at similarities and differences between what home life was like in the Victorian era. It is important for younger children to make links to other areas in the curriculum, so in Science as well as Design and Technology the children investigate the materials and textiles utilised during the Victorian era.
We expand their historical understanding further by taking them back in time to Stewart era. We explain how we find out about the past even though we were not alive then by using primary and secondary sources. We are introduced to simple investigative questions e.g. How can we find out about how the Great Fire of Londonchanged the landscape of London? This concept links to the children’s design and technology learning where they investigate suitable materials to build houses, which are resilient to fire.
Key Stage 2
We expand the use of primary and secondary sources further by looking within the Roman Era where we are taught to sequence significant events and look at the cause and effect of the Roman invasion and occupation of Britain. We build on this by continuing to look at different primary sources, secondary sources and artefacts and how these impact on our lives today e.g. roads. Children make connections with the Design and Technology curriculum and their knowledge of Roman primary sources to create mosaics.
We move onto the Vikings, where children use their understanding from the Romans in Year 3 and begin to understand that we can draw our own conclusions. We sequence events within the Viking era and they can give substantiated and focused responses to the importance, usefulness and reliability of different sources e.g. if you only look at what the monks had written, you’d see the Vikings as villains.
Using their understanding of viking transport and warfare the children use these skills to create Viking long boats, shields and swords as part of their Art and Design learning.
We use the connections from Years 3 and 4 to explore a significant historical event in depth eg. World War Two. We use a range of primary and secondary sources to explore the cause of war, allies, significant figures, women’s role in the war and childhood in the war, providing opportunities for the children to draw their own conclusions and validate their own opinions.
Children investigate the connections between the reversible and irreversible changes that happened during the war and British Values, the rule of law and tolerance to enable the children to form their own attitudes as to how the events of the war impact on society today.
We gain further insight into a significant event which shaped change in History, exploring the cause and effect of the Industrial Revolution on different social classes. Using the children’s prior knowledge, of women’s role in factories during WWII, we investigate the progression of women in the workplace during the Industrial Revolution; how they went from being at home to being employed to work in factories across Britain.
We explore how these changes in lifestyle were pivotal to escalating levels of crime, influencing reforms in the penal system of Victorian Britain. We evaluate sources independently, using and applying the historical enquiry skills learned over the previous years to explain the changes within industry, crime and punishment in the Victorian era, comparing and contrasting our findings to British Values and our lives today.