History Curriculum Content
Please find below the History curriculum content.
|History Curriculum Document|
Our Vision for History
Statement of Intent
|At Moor Nook Primary School our intention is to provide quality teaching and learning of history. Our history curriculum has been designed using the statutory requirements from the National Curriculum. It has been designed to meet the needs of the pupils here at Moor Nook; our overall aim is to build a history curriculum that will inspire and develop a curiosity to learn about the past and from the past. Units have been planned that enable pupils, where possible, to build on previous knowledge and make links between the different topics.
The aim of history teaching here at Moor Nook Primary School is to stimulate the children’s interest, curiosity and understanding about the past. Through the curriculum pupils will gain a knowledge and understanding of Britain’s past and that of the wider world. We teach children a sense of chronology and through this develop a sense of identity and an awareness of the challenges of their time. Teaching should equip children to ask questions, think critically, weigh evidence and develop perspective and judgement. History teaching should help pupils to understand the complexity of pupil’s lives, the process of change, the diversity of societies and the relationship between different groups.
|Aims||To promote an interest in learning about the past
To develop a sense of chronology and understanding that many historical periods overlap
To gain and use historical vocabulary
To know how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
To have some knowledge and understanding of historical development in the wider world, including ancient civilisations empires and past non-European societies
To learn about the roles that individuals and events have played in shaping modern society
To develop in children the skills of enquiry, investigation, analysis, evaluation and presentation.
To encourage children to understand other people, their beliefs, thoughts, values and experiences
To develop an understanding of society and their place within it, so that they acquire a sense of their cultural heritage
To understand historical concepts such as continuity and change, cause and consequences and use them to make connections.
|EYFS||Children at the expected level of development will:
Talk about the lives of the people around them and their roles in society.
Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
Understand the past through settings, characters and events encountered in books read in class and storytelling.
|Chronology||Events, people and places||Interpretation, enquiry and using sources||Communication|
Recognise the distinction between past and present.
Order and sequence some familiar events and objects.
Identify some similarities and differences between ways of life at different times.
Use some everyday terms about the passing of time such
as 'a long time ago'
Retell some events
from beyond their
living memory which
are significant nationally or globally.
changes within their living memory (including aspects of national life where appropriate).
Make simple observations about different people, events, beliefs and communities.
Use sources to answer simple questions about the past.
Identify some of the basic ways in which the past can be represented.
Choose parts of stories and other sources to show what they know about the past.
Describe special or significant events.
Retell simple stories or events from the past.
Use simple historical terms.
Order and sequence events and objects.
Recognise that their own lives are similar and/or different from the lives of people in the past.
Use common words and phrases
concerned with the passing of time.
of the lives of significant individuals in the past who have contributed to
national and international achievements.
Develop awareness of significant historical events, people and places in their own locality.
|Ask and answer simple questions about the past through observing and handling a range of sources.
Consider why things may change over time.
Recognise some basic reasons why people in the past acted as they did.
Choose parts of stories and other sources to show what they know about significant people and events.
Talk about what/who was significant in simple historical accounts.
Demonstrate simple historical concepts and events through role-play, drawing and writing.
Use a variety of simple historical terms and concepts.
Use some dates and historical terms when ordering events and objects.
Demonstrate awareness that the past can be divided into different periods of time.
Explore trends and changes over time.
Describe and give reasons for some of the changes in Britain from the Stone Age to the Iron Age.
Describe some aspects of the Roman Empire and recognise its impact on Britain.
Demonstrate knowledge of aspects of history significant in their locality.
|Use sources to address historically valid questions.
Recognise that our knowledge of the past is constructed from different sources of evidence.
Recognise that different versions of past events may exist.
Describe some of the ways the past can be represented.
Discuss some historical events, issues, connections and changes.
Select and organise historical information to present in a range of ways.
Use relevant historical terms and vocabulary linked to chronology.
Use dates and historical terms when ordering events and objects.
Identify where people and events fit into a chronological framework.
Explore links and contrasts within and across different periods of time.
Describe and compare some of the
characteristic features and achievements of the earliest
civilisations including where and when they appeared.
of one specific civilisation e.g.
knowledge of an aspect or theme in British History that extends their chronological knowledge beyond 1066.
Use sources to address historically valid questions and hypotheses.
Recognise how sources of evidence are used to make historical claims.
Recognise why some events happened and what happened as a result.
Identify historically significant people and events in different situations.
Discuss significant aspects of, and connections between, different historical events.
Select and organise relevant historical information to present in a range of ways.
Use relevant and appropriate historical terms and vocabulary linked to chronology.
Use dates and appropriate
historical terms to sequence events and periods of time.
people, places and periods of time fit
into a chronological framework.
Describe links and contrasts within and across different periods of time including short-term and long-term time scales.
Describe some aspects of Britain’s settlement by Anglo-Saxons and Scots.
Demonstrate knowledge of Ancient Greece including
Greek Life and achievements and their influence on the western world.
Describe key aspects of a non-European society such as the Maya civilisation.
Use a wider range of sources as a basis for research to answer questions and to test hypotheses.
Recognise how our knowledge of the past is constructed from a range of sources.
Evaluate sources and make simple inferences.
Choose relevant sources of evidence to support particular lines of enquiry.
Discuss and debate historical issues.
Use appropriate vocabulary when
Construct responses to historical questions and hypotheses that involve selection and
organisation of relevant historical information including dates and terms.
Choose relevant ways to communicate historical findings.
Use dates and a wide range of historical terms when sequencing events
and periods of time.
of the events and periods of time studied.
Analyse links and contrasts within and across different periods of time including short-term and long-term time scales.
Describe aspects of the Viking and Anglo-Saxon struggle for the Kingdom of England in the time of Edward the Confessor.
Demonstrate knowledge of an aspect or theme in British History that extends their chronological knowledge beyond 1066.
Regularly address and sometimes devise historically valid questions and hypotheses.
Give some reasons for contrasting arguments and interpretations of the past.
Describe the impact of historical events and changes.
Recognise that some events, people and changes are judged as more significant than others.
Acknowledge contrasting evidence and opinions
when discussing and
debating historical issues.
discussing, describing and explaining historical events.
Construct informed responses to historical questions and hypotheses that involve thoughtful selection and organisation \
of relevant historical information including appropriate dates and terms.
Choose the most appropriate way of communicating different historical findings.