Why is History successful at Handale?
- The history curriculum at Handale is broad and balanced.
- Most history themes have a vast amount of resources for children to use and explore.
- Children’s knowledge in history is strong.
- Children have the opportunity to enhance their learning in history through the use of high quality trips and visitors.
- Historical knowledge and skills have been planned out in a progressive way to allow clear progression in teaching and learning as children move through school.
Our Vision and Intent for History at Handale…
At Handale our history vision is to provide children with a clear understanding of the past and their place in it, locally, nationally and globally. Through teaching which is progressive, children will leave Handale Primary School with a strong chronological understanding of Britain from the Stone Age to the present day as well as the world history topics that are studied. They will be provided with the opportunity to develop their historical enquiry and communication skills as well as developing strong historical knowledge and understanding. Children will appreciate and be able to make links between different the different time periods studied by understanding abstract terms such as monarchy, peasentry, invasion. Through high quality planning, teaching, resources, trips, visitors and assessment children will leave Handale, knowing more, remembering more and understanding more about history.
- At Handale, we believe that high quality teaching and experiences will inspire children to think as historians and be curious about the past.
- Through a clear progression in our whole school planning, teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. They will 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. They will have a secure understanding of chronology from the Stone Age to the present day.
- Children will be provided with opportunities to use different methods of historical enquiry.
- Planning and teaching will support the development of children’s understanding of how history has shaped Britain and how this has been influenced by the wider world.
- Children are taught to recognise their local history heritage and why Loftus is important.
- Through a clear progression in teaching, children will develop and use historical vocabulary.
- Through high quality experiences children will be enabled to know more, remember more and understand more about the history curriculum.
- Children will gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
- Children will 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.
- An initial assessment at the start of a history topic and a gold piece of work at the end will celebrate the children’s achievements as well as demonstrating their progress and developing history knowledge, skills and understanding.
We follow the National Curriculum Objectives for History at Handale…
Key Stage 1
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.
Key Stage 2
- 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 Examples
- the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- a depth study linked to one of the British areas of study listed above
- a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
- a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. History – key stages 1 and 2 5
- 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.
History Long Term Plan
To view the History Progression of Skills, please click here.
To view the History Sticky Knowledge, please click here.