Our History planning is adapted from KS1 and KS2 Voyagers (teacher login required).
Curriculum Intent
At Lawrence, we want our children to be open minded, independent, respectful, resilient, active, creative and forward thinking when thinking about History.
Curriculum Overview
Autumn Term |
Spring Term |
Summer Term |
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EYFS |
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Y1 |
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Y2 |
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Y3 |
How unpleasant were the Bronze and Iron Ages? |
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Y4 |
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Y5 |
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Y6 |
Curriculum Implementation and Impact
Click here to see what we have been doing in History at Lawrence.
Our Year 6 children visited the Pier Master's House and Maritime Museum.
Our Year 5 children visited Toxteth Cemetry,
Year 4 visited the Liverpool Philharmonic Hall.
Year 3 visited the Williamson Tunnels to find out more about their local Liverpool History this year.
EMTAS came in to talk to the whole of KS1 and 2 about Black History through their Rainbow Smiles Workshops, including storytelling with EYFS.
In every history lesson, teachers mark books regularly to progress with their short-term planning. We offer the best possible support for all of our pupils, including our EAL children. Skills in history develop each year.
Our staff use baseline assessments to regularly assess what the children know as the topic progresses and inform their future planning.
Assessment information is integral to our monitoring cycle. Our monitoring cycle is developed at the beginning of each academic year. Monitoring in history includes: lesson observations, book scrutinies and pupil voice.
RESEARCHING ANCIENT GREEK GODS AND HEROES
HISTORY AND WRITING AT LAWRENCE
HISTORICAL SIGNIFICANCE
We looked at historian Ian Dawson's model of Historical Significance.
WHAT MAKES SOMEBODY VERY IMPORTANT IN HISTORY?
A person being significant if they:
We examined the lives of St Columba, St Augustine and St Aiden and asked 'Who was the Most Significant?'
Then we applied the model to the life of somebody from a different historical time and context.
WOULD THE VIKINGS DO ANYTHING FOR MONEY?:
ALFRED THE GREAT
Year 5 pieced together a timeline of Alfred the Great's life. They decided how successful Alfred was against the Vikings and offered their opinion about whether Alfred should be called 'the Great'.
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
The national curriculum for geography aims to ensure that all pupils:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory’.
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
Subject Content – 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.
Pupils should be taught about: