Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
History Purpose of study A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. Aims The national curriculum for history aims to ensure that all pupils: know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind gain and deploy a historically-grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military,political, religious and social history; and between short- and long-term timescales. Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. HISTORY 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 and that different versions of past events may exist, giving some reasons for this. 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. Pupils should be taught about: Light Oaks Junior School HISTORY CURRICULUM YR British Historical Chronology World History or local history 3 Changes in Britain from the Stone Age to the Iron Age This could include: late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae Bronze Age religion, technology and travel, e.g. Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture Ancient Egypt 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 4 The Roman Empire and its impact on Britain This could include: Julius Caesar’s attempted invasion in 5554 BC the Roman Empire by AD 42 & the power of its army. successful invasion by Claudius and conquest, including Hadrian’s Wall British resistance, e.g. Boudica “Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity Britain’s settlement by Anglo-Saxons and Scots This could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne Mayan civilization 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 9001300. The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor This could include: Viking raids and invasion resistance by Alfred the Great and Athelstan, first king of England further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066 A local history study e.g : a depth study linked to one of the British areas of study listed above a study over time tracing how several aspects national history are reflected in the locality (this can go beyond 1066) a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. 5 6 Key stage 2 British Thematic History A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Canals Victorians – Mills and Mining The Two World Wars My Local area – the history of the school and it’s locality History Learning Outcomes by Year Below is a table outlining history learning outcomes by year group. This is divided into two sections – ‘child statements’, which can be used when creating a learning journey for each topic and an overview for the teacher which can be used for assessment against the age group. There is some overlap between age abilities, intended to reflect the progress of the child as they move through the school. Child statements Year 3 I can use the right historical words Pupils show their developing sense to explain the passing of time by putting events and objects in the right order of time I can show that I know and understand about things that happened before I was born or can’t remember. I can pick out that there are reasons why people in the past did things. I can find answers to the questions about the past by looking at sources of information. Year 4 I can show that I understand time Year 5 Overview and the order of things because I know that the past can be divided into different periods of time. I can pick out things that are the same or different between different time periods and know some dates and historical words. I know facts and understand about the important events, people and changes of different periods. I can give some reasons for the main events and reasons for the changes. I can pick out different ways that the past is shown. I can use sources of information in different ways to help me answer questions about the past. I can show that I know and understand some historical facts about Britain and other countries. I can use my knowledge to describe the individual and special of chronology by using terms concerned with the passing of time, by placing events and objects in order, and by recognising that their own lives are different from the lives of people in the past. They show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events and people they have studied. They are beginning to recognise that there are reasons why people in the past acted as they did. They are beginning to identify some of the different ways in which the past is represented. They observe or handle sources of information to answer questions about the past on the basis of simple observations. Pupils show their developing understanding of chronology by their realisation that the past can be divided into different periods of time, their recognition of some of the similarities and differences between these periods, and their use of dates and terms. They show knowledge and understanding of some of the main events, people and changes studied. They are beginning to give a few reasons for, and results of, the main events and changes. They identify some of the different ways in which the past is represented. They use sources of information in ways that go beyond simple observations to answer questions about the past. Pupils show factual knowledge and understanding of aspects of the history of Britain and the wider world. They use this to describe characteristic features of past features of past societies and times and pick out things that happened during these periods and across different periods. I can describe some of the main events, people and changes and give some reasons for and results of the main events. I can show how features of the past have been retold and interpreted in different ways. I have started to pick out and put together information from different sources. Year 6 societies and periods, and to identify changes within and across different periods. They describe some of the main events, people and changes. They give some reasons for, and results of, the main events and changes. They show some understanding that aspects of the past have been represented and interpreted in different ways. They are beginning to select and combine information from different sources. They are beginning to produce structured work, making appropriate use of dates and terms. I can prove I have a very good Pupils show increasing depth of knowledge of historical facts and a clear understanding by describing them. I can describe and make links between features of past societies and periods by comparing and contrasting. I can give sensible reasons for, and results of, events and changes. I know that some events, peoples and changes have been interpreted in different ways and can make my own suggestions for why this has happened I have started to judge which sources of evidence are reliable and pick which sources will be most useful for particular tasks. I can find and organise information to produce well-structured work using the important dates and historical terms. factual knowledge and understanding of aspects of the history of Britain and the wider world. They use this to describe features of past societies and periods and to begin to make links between them. They describe events, people and changes. They describe and make links between events and changes and give reasons for, and results of, these events and changes. They know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this. Using their knowledge and understanding, pupils are beginning to evaluate sources of information and identify those that are useful for particular tasks. They select and organise information to produce structured work, making appropriate use of dates and terms. Lesson suggestions – main Topic Stone Age/Iron Age Ancient Egypt Anglo-Saxons Maya Possible Lesson Ideas - How do we know about prehistory? (The nature of archaeology – artefacts, remains) - Cave painting in the classroom - Hunter-gatherers and the invention of farming (what changed? Food, cities, writing, religion) - Stonehenge and Druidic religion (How did they build Stonehenge? Why was it built?) - How did stone-age people survive? - The Iron age ‘revolution’ – how did life change afterwards? - Egyptian gods - Pyramids and the Sphinx - Hieroglyphics and the Rosetta Stone - Mummies and mummification (Canopic jars, embalming, curses and talismans) - The tomb and curse of Tutankhamen (Including about Archaeology and the search for the past) - The life and times of Ramses II (‘The Great’) - Cleopatra and the end of Independent Egypt (Antony and Cleopatra, the war with Rome, Roman conquest in 31BC) - Daily life in Ancient Egypt (school, living, the Nile) - Fall of the Roman empire – ‘barbarian’ tribes (including the Angles and the Saxons) - The beginnings of Saxon England – invasion, trade or settlement? - Christian conversion of England by Augustine in 597, (founding of Lindisfarne, cathedrals at Canterbury and Durham) - Offa’s dyke and Saxons vs. the Welsh - Sutton Hoo and Saxon burials - Who were the Maya? (where? When? Etc.) - Decline of the Olmec and rise of the Maya (foundation of cities – Tikal, Copan, Palenque) - Mayan gods - Daily life of the Maya (food – maize – religion, schooling, writing, environment) Cross-Curricular - Science – Food groups, materials and their properties - English (Reading, writing, speaking and listening) - Drama - Art – cave painting - Maths – timelines/number lines - English (Reading, writing, speaking and listening) - Drama - Maths – timelines/number lines - Art – Hieroglyphics and tomb paintings - DT – Creating a tomb/pyramid/sarcophagus - Speaking and Listening – cracking codes (Rosetta Stone) - English (Reading, writing, speaking and listening) - Drama - Maths – timelines/number lines - English (Reading, writing, speaking and listening) - Drama - Maths – timelines/number lines, - Science – Earth and solar system (linked to the Mayan pyramids which were used as celestial calendars) - DT – build a mayan pyramid Vikings and late AngloSaxons - Chichen Itza and Mayan pyramids - Write with Mayan glyphs - The mystery of the Maya (Why were the Mayan cities abandoned in around 900?) - The Maya today (where are they now? What happened after 900? Have things changed much?) - Who were the Vikings? (Where did they come from? Customs?) - Norse gods - Danelaw (Eastern England from mid c.9th Century) - Viking Warriors (Longships, Berserkers, looting and pillaging) - Runes and runic writing - Alfred the Great and the kingdom of Wessex - Lindisfarne, St Cuthbert and monasteries in England - King Cnut (‘Canute’) and the unification of England - Edward the Confessor, his death in 1066, and claimants to the throne (leading to, and ending with, the battle of Hastings) with cardboard boxes/foam blocks. - Art – writing in mayan glyphs. - Geography – Mexico and tropical climates. - English (Reading, writing, speaking and listening) - Drama - Maths – timelines/number lines - Art – runic writing - Art/DT – make a Viking shield, helmet or model longship. - Geography – Scandinavia and how terrain affects culture (farming/settlement) - PSHE – stealing and ownership - Science – forces, floating and sinking/materials and properties (try different materials to build a longboat) Lesson suggestions – local history Year 3 Canals Year 4 Victorians and Factories Year 5 World War I, World War II Year 6 My Local Area Suggestions of areas to cover Suggested areas and extra-curricular links Growth of canals connected to growing industry Canals used to ship goods from coast/mines to inland factories Growth of Salford ship canal/Bridgewater canal Building an aqueduct (look at story of Barton swing aqueduct) (DT link) Diary of a canal trader (English link) Brindley and the Bridgewater canal Using locks (Science link) Change from rural areas to urban areas. How did this effect people’s health? Factories and the cotton industry Working in cotton industry – what was it like for children? Life for children (tenement housing, schooling, work) Victorian schools Jobs for Victorian children (chimney sweeps, mine work, factories) Life in the trenches (Salford Pals) War poetry The Blitz and evacuations Focus on one battle from one of the world wars (eg. Battle of the Somme, Marne, Dunkirk, Battle of Britain, D-Day) Hitler and the Nazis Focus on a local mill (Islington Mill, Monton Mill, Eccles works) or mine (East Lancs road coal pits) Lancaster Road before and after the building of the school. Salford slums Lessons in a Victorian classroom environment (hand inspection, rote learning, copying, drills) (Drama) A day in the life of a factory worker (English) Letter to parliament demanding end to child labour. The Cotton trade (India – Manchester) (Geography, Science – Materials) Design a mill (Group work, Art/DT) Poetry writing (English) Journals and newspaper writing (English) Drama [create a trench with tables in the classroom] Map work with major battles/fronts (Geography) Where did the bombs fall? Why? (Geography) Racism and intolerance (PSHE) Map studies and changes over time (what was there before? What changed? Why?) Photograph starters – show a picture and ask children to generate what they can gather from it. Repeat with different pictures to build up a bank of info. Information texts on mill/mine of choice. (Could create a class book?) 1940s style teaching for a morning – rote learning, repeating back, chalk boards (?)