History

‘How do you know who you are unless you know where you have come from? How can you tell what’s going to happen, unless you know what’s happened before? History isn’t just about the past. It’s about why we are who we are – and about what’s next.’

Tony Robinson, Actor and Television Presenter of Channel 4’s Time Team.

The teaching of history in St Paul’s CofE Primary School will develop our pupils’ sense of identity through learning about the development of Britain, Europe and the World.

At St Paul’s CofE Primary School, we teach history to:

  • Fire pupils' curiosity about the past in Britain and the wider world

  • Encourage thinking about how the past influences the present

  • Help students develop a chronological framework for their knowledge of significant events and people

  • Foster a sense of identity and an increased understanding of pupils' own position in their own community and the world

  • Develop a range of skills and abilities - particularly those related to finding out about the past, explaining what happened and what people then and now think about what happened.

History curriculum intent.

EYFS

Understanding the World (People and Communities)

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions.


Understanding the World (The World)

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.


KS1

Children should have an opportunity to visit the library to obtain high quality literature about their History topic. They should also be given opportunities to research their topic using the a range of secondary sources. e.g. a computer.


To apply Mathematical skills in History by looking at timelines and by ordering dates from the earliest to latest on simple timelines.


To apply their English Skills in History by using words and phrases such as old, new, earliest, latest, past, present, future, century, new, newest, old oldest, modern, before, after.


To apply their English skills by having opportunities to ask questions about Historical sources, by comparing and contrasting 2 sources from the past and describing memories and changes that have happened in their own lives.


Children should learn to be resilient and be able to learn and persevere from their mistakes by learning about inspirational people from the past who have had to overcome adversity and had to show a can do attitude. They should also be taught about significant shared events such as Remembrance Day.


Children should be given opportunities to communicate their opinions about various sources and be encouraged not only to explain why they think something but also where appropriate to use Historical language.


Children should be given opportunities to problem solve and think critically through being exposed to primary and secondary sources and identifying what it tells us and what is similar and what is different about them.


Children to have opportunities to take part in historical themed drama e.g pretending to be explorers or acting out ‘The Great Fire of London’


Children should have opportunities to visit museums and or have experts in to see this to help foster a rich cultural capital.


When learning about different time period’s children should be encouraged to reflect on how it is different from our lives today to help them be more appreciative of all that we have.


Lower KS2

Children should have an opportunity to visit the library to obtain high quality literature about their History topic. They should also be given opportunities to research their topic using the range of secondary sources. e.g a computer.


To apply Mathematical skills in History by looking understanding that a timeline can be divided into BC and AD. To use the timeline to sequence several events, artefacts or historical figures including dates.


To apply their English Skills in History by using words and phrases such as ruled, reined, empire, invasion, conquer, kingdoms.


To apply their English skills in History by noting connections, contrasts and trends over time and give reasons for these changes.


To apply their English Skills in History by regularly addressing and sometimes devising historically valid questions about change, cause, similarity, difference, and significance. (Perhaps having an end of unit question to answer)


Children should learn to be resilient and be able to learn and persevere from their mistakes by learning about inspirational people from the past ,through their History units, who have had to overcome adversity and had to show a can do attitude. They should also be taught about significant shared events such as Remembrance Day.


Children should be given opportunities to communicate and organise their ideas about the past using drama (themed days), drama role play and different genres of writing such as letters, recounts, poems, adverts, diaries, posters and guides.


To use critical thinking skills when looking at primary and secondary sources and identifying differences between two versions of the same event and to start to understand why they might be different,


To learn about different civilisations and cultures through their History units e.g the Romans, The Anglo Saxons and The Vikings.


Children should have opportunities to visit museums and or have experts in to see this to help foster a rich cultural capital.


When learning about different time period’s children should be encouraged to reflect on how it is different from our lives today to help them be more appreciative of all that we have.


Upper Key Stage 2


Children should have an opportunity to visit the library to obtain high quality literature about their History topic. They should also be given opportunities to research their topic using the range of secondary sources. e.g a computer.


To apply their Maths Skills in History by ordering an increasing number of significant events on a timeline, using dates accurately and then to accurately use dates to describe Historical events- e.g In 1066 at the battle of Hastings…


To apply their English Skills in History by using words and phrases such as culture, religious, social, economic, and political when describing the past.



To apply their English skills in History by noting connections, contrasts and trends over time and give reasons for these changes. Furthermore to examine cause and effect of great events and the impact these had on people.


To apply their English Skills in History by selecting relevant sections of information to address historically valid questions and construct detailed informed responses. Furthermore to investigate their own lines of enquiry by posing historically valid questions about change, cause, similarity, difference and significance to answer. (End of unit questions)


Children should learn to be resilient and be able to learn and persevere from their mistakes by learning about inspirational people from the past ,through their History units, who have had to overcome adversity and had to show a can do attitude. They should also be taught about significant shared events such as Remembrance Day.


Children should be given opportunities to communicate and organise their ideas about the past using detailed discussions and debates and a range of different genres of writing such as myths, instructions, accounts, diaries, letters, information/travel guides, posters and news reports.


Children should plan and present a self-directed project or research about the studied period.


To use critical thinking skills to find and analyse a wide range of evidence about the past, understanding the difference between a primary and secondary source and the impact of this on reliability and to begin to evaluate their usefulness.


To learn about different civilisations and cultures through their History units e.g. the Mayans and the Ancient Greeks.


Children should have opportunities to visit museums and or have experts in to see this to help foster a rich cultural capital.


When learning about different time period’s children should be encouraged to reflect on how it is different from our lives today to help them be more appreciative of all that we have.

Local History

A local historian visited school to tell us all about the history of Kingston upon Thames. Year 1 went to Kingston Museum to find out more.

Primary and Secondary Sources

In history we have the opportunity to investigate secondary and primary sources to learn more about the past.

Year 1 - Remembrance Day

Lest We Forget

Mance productions performed a fabulous production 'Lest We Forget' to Years 1 to 6 teaching us all about WW1 to commemorate the 100th anniversary of the end of the first world war.

Year 5 - National Archive Visit

Year 5 - Junk modelling Tudor clothes