Why do we learn history?
The history curriculum is carefully mapped out so that all pupils leave primary school equipped with an understanding of the past that paves the way for their future. Throughout their journey in history, pupils will acquire a breadth of knowledge of places and people and significant events through time: locally, nationally, and internationally.
Our approach
Our history curriculum ensures that pupils not only have broad and strong substantive knowledge – a coherent picture of the past – but also understanding of the discipline of history. We want pupils to develop as scholars within the discipline of history – so pupils need to know how we arrived at established facts. Pupils need to understand something of the contested nature of history. Such disciplinary understanding is not only important in its own right, it also interacts powerfully with pupils’ building of rich, broad, secure substantive knowledge.
Success must be measured by the extent to which our children demonstrate our values alongside their knowledge acquisition, skillset, assessment performance and readiness for the next stage in their journey as responsible, global citizens and community champions. Pupils are given the opportunity to develop their ability to ask perceptive questions, work collaboratively, think critically, analyse evidence, examine arguments, develop judgement, communicate ideas, challenge themselves and understand differing perspectives making them true ‘ASPIRE’ history scholars. With clear historical perspective pupils will be empowered to be active global citizens and community champions: 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.
Reception
Autumn 1 | Autumn 2 |
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All about me:
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People who help us:
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Spring 1 | Spring 2 |
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Fantasy:
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Traditional Tales:
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Summer |
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Dinosaurs & Animals:
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Year 1
Toys in Time |
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How have toys changed over time?
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Ticket to ride |
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How has transport changed over time?
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Seaside now and then: |
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Have we always liked to be beside the seaside?
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Year 2
Kings and Queens |
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Who are the three most powerful Monarchs since 1066, and what are your reasons for selecting them?
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The Great Fire of London |
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How could the Great Fire of London have been prevented?
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They made a difference |
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How have the human rights heroes you have studied made a difference to our world?
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Year 3
Settlers of the Stone, Bronze and Iron Age |
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When do you think it was better to live – the Stone Age, Bronze Age or Iron Age?
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The Greeks |
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Who were the ancient Greeks and how have they influenced our lives today?
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Year 4
Romans |
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Why did the Romans invade Britain and how successful were they?
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Roman Britain |
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How have the Romans influenced our country and culture today?
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The Maya |
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How do we know about what everyday life was like in Maya civilisation?
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Year 5
Anglo-Saxons and Vikings |
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How was Anglo-Saxon and Viking Britain different to Roman Britain?
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The Industrial Revolution |
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Was the Industrial Revolution positive or negative?
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Contrasting Civilizations: Early Islamic |
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What was the Golden Age of Islam and how has it helped us today?
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Year 6
Ancient Civilizations: The Egyptians |
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What made the ancient Egyptians one of the most successful civilisation?
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Conflict and Resolution |
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How did World Wars One and Two change both warfare and British society?
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