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History

History at Lawrence

 

 

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 Implementation

 

Click here to see what we have been doing in History at Lawrence.

 

History Implementation EYFS

 

EYFS

 

 

 

People and Communities

 

EYFS children at Lawrence:

 

talk about past and present events in their own lives and in the lives of family members

 

 know that other children don’t always enjoy the same things, and are sensitive to this

 

know about similarities and differences between themselves and others, and among families, communities and traditions

 

 

History Implementation Year 1 to Year 6

 

 

Autumn Term

Spring Term

Summer Term

Year 1

What was life like when our grandparents were children?

 

Why do we remember the 5th November?

 

Our Local Heroes

Year 2

Who were the Greatest Explorers?

How has food changed  over time?

How did the First flight change the world?

Year 3

The New Stone Age

How unpleasant were the Bronze and Iron Ages?

 

How much did the Ancient Egyptians achieve?

 

Year 4

Is it better to be a child now or in the past?

What was important to our local Victorians?

What happened when the Romans came?

Year 5

What Impact did the Anglo-Saxons have?

Why Should We Thank the Ancient Greeks?

Would the Vikings do anything for Money?

Year 6

World War 2

Why should we remember the Maya?

How has communication changed over time?

 

 

Curriculum Impact

 

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.

 

 

History programmes of study: Key Stages 1 and 2

Purpose of study

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.

Aims

The national curriculum for geography aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

Attainment targets

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’.

Subject content – Key stage 1

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:

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • 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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • significant historical events, people and places in their own locality.

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:

  • changes in Britain from the Stone Age to the Iron Age
  • the Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • a local history stud
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • 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
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • 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

The New Stone Age in Year 3

The New Stone Age in Year 3 1
The New Stone Age in Year 3 2
The New Stone Age in Year 3 3
The New Stone Age in Year 3 4
The New Stone Age in Year 3 5

War in Year 6!

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The Anglo Saxons in Year 5

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Anglo Saxon Magic in Year 5

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