Lomeshaye Junior School History Vision and Aims
Vision and Rationale
At Lomeshaye, we aim to develop a coherent history curriculum which enables children to develop an understanding of Britain’s past and that of the wider world. In order to achieve this, we will teach a chronological curriculum where possible in which our historical topics will start from prehistoric times in lower school and will move towards the present day as children progress through the year groups. Our belief is that this will enable children to have a deep understanding of where significant events in history fit within a chronological framework, easily identifying which time period came before an event and which time period followed. It is our belief that this will also allow children to make links and connections between historical events by using higher level thinking skills to help make judgements on what led to significant events occurring and what may have happened as a consequence. We will begin with a local history study in Year 3 to help bridge the transition between the infant school and the juniors, building on their current knowledge. Our decision to include a study of British history beyond 1066 at the end of Y4 and Y6 is so that children can use the knowledge gained throughout the previous two years to help them understand the affect the different historical periods had on Britain and so they can develop their comparison skills.
- To develop powerful learner skills such as curiosity, critical thinking and decision making.
- To help pupils understand the process of change and diverse relationships of societies in order to support them in developing a sense of their own identity.
- To develop within children a coherent, chronological narrative from the earliest times to the present day – understanding how Britain has changed and been influenced.
- To aid children in their understanding of significant aspects of the history of the wider world and how this develops diversity and influences cultural differences.
- To gain within children, an understanding of abstract historical vocabulary and the origins of these words.
- To enable children to understand concepts such as continuity and change, cause and consequence , whilst also developing higher level thinking skills such as making connections/contrasts, posing historically valid questions, analyzing trends and events and creating own personal judgements by drawing conclusions.
- To develop an understanding of historical enquiry – knowing about evidence and how it is used. Processing why we sometime have contrasting views and interpretations of the same past event by looking at different sources of evidence.
- To gain historical perspective by applying knowledge into different contexts – making links between local / international history, whilst understanding other influences on society such a s religion, politics etc.
- To enable all children, regardless of backgrounds, ability and needs, to become historians by addressing personal needs and barriers to learning so that children can access a personalised history curriculum.
Prior to Key Stage 2
Prior to starting key stage 2, children should show an awareness of the past by being able to use common phrases relating to the passing of time, along with everyday historical vocabulary. Children should be familiar with a chronological framework and should be able to identify similarities and differences between life in different time periods, They should ask and answer questions, choosing relevant information to demonstrate their historic knowledge and understanding of an event. They should understand, and be able to explain, some ways in which we find out about the past. Pupils should be familiar with changes within their lifetime, events that are significant (nationally or globally) beyond their living memory, the lives of significant individuals in the past who have contributed to national achievements (such as Florence Nightingale) and be aware of significant historical events, people and places in their own locality. It is the responsibility of the class teacher to ensure that children have met these milestones before progressing them onto the key stage 2 history curriculum objectives.
Key Stage 2
Throughout Key Stage 2, it is essential that children have the opportunity to progress as historians. Our main focus is to ensure that children:
- Continue to develop a chronological understanding of British, local and World history (through good quality teaching and resources).
- Make connections and contrasts over time.
- Use historical vocabulary and terms, also understanding the origin of such words.
- Devise and address historically valid questions about change, cause, significance, similarity and difference.
- Construct informed responses, using decision making, that organize and make reference to, relevant historical information.
- Have an understanding of how our knowledge of the past is framed from a range of sources.
Statutory Learning in Key Stage 2
- Changes in Britain from Stone Age to Iron Age.
- The Roman Empire and its impact on Britain.
- Britain’s settlement by Anglo Saxons and Scots.
- The Vikings and Anglo Saxon struggle for the Kingdom of England up 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 – an overview of where and when the first civilizations appeared and an in 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 – early Islamic Civilization including a study of Baghdad (AD 900); Mayan civilization (AD 900) Benin (West Africa AD 900 – 1300).
The Document Link below outlines the full progression of knowledge and skills for History across Key Stage 2 and the key vocabulary.