At Howletch Primary School, we are historians. Our teaching enables children to think like historians, examine and enquire as historians would. Exploring artefacts and sources children are inspired to extend their knowledge of Britain’s past and that of the wider world. Teaching in line with the National Curriculum as well as incorporating cross curricular topics, children come to understand that History and specific events have influenced many aspects of our culture, beliefs, routines, and developments of today. By the end of their primary education, children will have a chronological understanding of British history from Stone Age to present day.
As within the History Programme of Study for KS1 and KS2, At Howletch Primary School, by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified.
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 introduce pupils to historical periods that they will study more fully at key stages 2.
Pupils are taught:
- 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 combine an overview and in depth study to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils are taught:
- 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 – ‘The Mayflower 400’ • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 – The Mayan Civilisation
- The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
- 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 – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
We use the National Curriculum Programmes of study to guide us on the content and focus of each objective to inform our curriculum. These units are enriched by cross curriculum work when appropriate. We will also have access to the Hamilton plans and teachers will be encouraged to look elsewhere for additional material including the on-line resources, which we have purchased, and the History Association, which we are members of.
Children focus on three History themes a year at Howletch Primary School. Whilst they portray a period of History children are encouraged to compare with other periods. Our experiences and opportunities for children to; ask perceptive questions, think critically, develop judgement and argue their beliefs inspire children to be curious and find out more about the past.
It is important for us at Howletch to ensure that all children are provided with opportunities to experience and visit sites of historical significance as well as engage with the wider community and visitors who can re-enact or relive their own experiences of past events.
