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.
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.
Year 3
- a local history study a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality
Possible studies
The study of the lock industry in Willenhall. (Black Country museum)
Saddle industry in Walsall. (Walsall Leather Museum)
Industrial revolution from approx 1760 to approx 1840.
The effect of this on the towns and countryside.
Migration of workers. Conditions of workers.
The continuation of the industry up to the present day.
- 5th and 4th centuries BC-Classical period.
- the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt, (Early Dynastic period 3010-2686 BC and Old Kingdom from 2686-2181BC continued until 30bc when under the rule of Cleopatra it became a region under the rule of Rome.)
Year 4
Changes in Britain from the Stone Age to the Iron Age
The Roman Empire and its impact on Britain
- Julius Caesar’s attempted invasion in 55-54 BC
- the Roman Empire by AD 42 and the power of its army
- successful invasion by Claudius and conquest, including Hadrian’s Wall
- British resistance, for example, 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
- 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)
Year 5
- Anglo-Saxon invasions, settlements and kingdoms: place names and village life
- Anglo-Saxon art and culture
- Christian conversion – Canterbury, Iona and Lindisfarne to be taught in RE in Lower School
the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- Viking raids and invasion
- resistance by Alfred the Great and Athelstan, first king of England
- further Viking invasions and Danegeld
A non-European society that provides contrasts with British history
- Mayan civilization c. AD 900; AD
- The Maya is a Mesoamerican civilization, noted for the only known fully developed written language of thepre-Columbian Americas, as well as for its art, architecture, and mathematical and astronomical systems.
Year 6
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- A significant turning point in history
- April 1483- August 1485 Richard the Third
- Battle of Bosworth (Thomas Lord Stanley and Henry Percy Duke of Northumberland.
- Princes in the Tower
- Shakespeares portrayal of Richard
- The king in the carpark.
- Henry Tudor-the first Tudor
a study of Greek life and achievements and their influence on the western world
Celebrating Historical Events
As a school we celebrated Remembrance Day. We learnt the meaning of Remembrance Day and why it is important. To represent our understanding we wrote poetry based on Remembrance Day. We also sent letters to veterans to show our appreciation for what they did for their country. We received a lovely letter and thank you gifts, to thank the children for their kindness.
