Please see our evidence for each History National Curriculum Programme of Study below.
Evidence from the Early Years Foundation Stage
Please take a look at the Early Years portfolio for examples of 'Understanding the world' learning.
KS1 - Learn about changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
KS1 - Learn about events beyond living memory that are significant nationally or globally
Learning Intention: To order events on a timeline.
As a class we read about the history of space, thinking carefully about when key events occurred. The children were encouraged to work together to order the timeline, thinking about the dates and which happened first. When sequencing the cards, the children were encouraged to use time adverbials such as first, before, after, next to speak about the order.
"I was born one year after 2015,when Tim Peake visited the International Space Station" (Fletcher)
"The first man in space was Yuri Gargarin" (George)
"The first men to walk on the moon were Neil Armstrong and Buzz Aldrin. It happened in 1969" (Joseph)
By the end of the lesson, the children had successfully ordered information on a timeline and most children were able to speak about the order of the events using time adverbials.
Learning Intention: To describe a significant historical event in British History.
The children learnt about Remembrance Day and the importance of the event. We watched videos and found out information regarding Remembrance Day. The children were able to discuss why we commerate this event and created pictures using water colours and cut outs to support the special day.
KS1 - Learn about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods
Learning Intention: To understand the term significant and explain why a significant individual is important.
The children were encouraged to use their prior knowledge of the word 'significant'. They looked at two significant individuals; Neil Armstrong and Yuri Gargarin. They were encouraged to listen carefully to their stories and identify why they might be important.
"Significant means someone or something is very important to us"
By the end of the lesson, the children were able to define the word significant and could explain in their own words why Neil Armstrong and Yuri Gargarin are important.
LQ: Who is Grace Darling? Why is she significant to the RNLI?
The children were introduced to Grace Darling. They were encouraged to think why she might be significant to our topic. The children found out more information about Grace Darling, read fact files and watched videos to find out facts. The children were encouraged to create a timeline of significant events within Grace's life and then write a short fact file about her. By the end of the lesson, the children were able to say who Grace Darling was, why she was significant and why her legacy still lives on to today.
"Grace Darling was a lighthouse keepers daughter. She looked out of her telescope and saw a crashing boat. She went out to sea and saved 6 people. There were 60 people on the boat and she saved 9. Grace let them stay with her for 3 days. Grace was sent letters and money from the Queen. When Grace died, they created a musuem in her memory and her mum made a book" -Poppy.
KS1 - Learn about significant historical events, people and places in their own locality
LQ: How has the local community developed from the past? (History)
The children went for a walk in the local community. The children were encouraged to be detectives and look for clues about the past and present about changes that have taken place in the area over the years. The children used Ipads to take photos of the village and videos. They were able to talk about what happened in the past in the village from various human features they identified such as mining.
KS2 - Learn about changes in Britain from the Stone Age to the Iron Age
Year 3 had an exciting educational opportunity at Murton Park. They were inspired by the on-site Stone Age village and learnt about the lives of our distant ancestors. During the day the children got involved in the making of early types of clay pottery, they learnt how our ancestors grew crops, saw methods used to grind grain to make flour and learnt the essential skills of hunting. They also had the opportunity to try their hands at prehistoric art and handle some original artefacts!
Year 3 learnt how to sequence dates and events on a timeline using AD or BC
The children in Year 3 identified the different types of tools and weapons from each period and they now understand how these inventions changed the way the Stone Age people lived.
Year 3 have learnt to: draw conclusions from historical sources about Cheddar Man, identify who the Beaker Folk were and what they introduced, identify how wealth and power caused problems for people and why farming was more efficient in the Bronze Age
KS2 - Learn about the Roman Empire and its impact on Britain
KS2 - Learn about Britain’s settlement by Anglo-Saxons and Scots
KS2 - Learn about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
KS2 - Conduct a local history study
Year 3 learnt about the history of the village where they go to school and of the local church.
KS2 - Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
Year 5 learnt about the History of the Space Race. They learnt about all the people and animals that have been into space and when these significant events occurred. They learnt who was first in space and put other events in chronological order.
Year 5 learnt about the significance of Isaac Newton in the theories of aspects that effect our everyday life. They learnt about the discoveries he made and how he made these.
Year 5 learnt about Galileo Galilei. They learnt about his significant finds and discoveries and how they have impacted what we believe today.
Year 5 learnt about the History of aspects of everyday life. They chose their own aspect to research and found out where these objects started, how they have developed over time and what they are like nowadays.
Year 5 and 6 commemorated Remembrance Day by creating pieces of art in different ways. They spoke about the war and the reason for the poppy. Children learnt about the sacrifices made for us to have a free life now.
Year 6 learnt about the Blitz which started in 1940 and the measures that had to be put in place to protect people. After watching a BBC video about the Blitz, they researched this period of time and then those how to present their information e.g. as a safety guide or a poem. They all also made a Blitz backdrop piece of art. All the children made their own gas mask and evacuation label, which they then used in an evacuation drama session.
KS2 - Learn about 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
KS2 - Learn about Ancient Greece – a study of Greek life and achievements and their influence on the western world
KS2 - Learn about a 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 900-1300