To explore all aspects of the past through a range of sources allowing children to understand that events from the past can have an impact on events in the present and future. We ensure that children understand that the perspectives from the past may influence our understanding of events.
HISTORY AT ROSHERVILLE SO FAR THIS YEAR…
Year R have added lots to their history time line in class. They learnt about Neil Armstrong and Tim Peake and Guy Fawkes and introduced the language of past and present. The children understand the role of the people who help us and enjoyed talking about their own families.
Year 1 and Year 2- The children have learnt about key events from the past – Guy Fawkes and Great Fire of London. They began to understand what is meant by the present and past and had lots of questions for some of our grandparents that came and told them all about Gravesend in the past and what life was like for them when they were young.
Early Years, Year 1 and Year 2 visited Maidstone Museum. They learnt about what toys from the past looked like and how children played with these toys.
Year 3, 4 and 5 – The children travelled back in time to Ancient Egypt and learnt about what life was like helped by looking at different artefacts borrowed from a local museum. They placed key events chronologically on a time line to understand how Ancient Egypt developed over time. Their knowledge was further enriched by going to Kent Life and experiencing different aspects of Ancient Egyptian life. Pictures below.
Year 6 – The children learnt all about WW2 and particularly The Blitz. The looked at the impact of this on the lives of Londoners as well as what happened during the war in their local area – Gravesend. They placed key events chronologically on a time line to understand how the war developed and what was happening in some of their own countries during this period. They learnt how to look at different sources (primary and secondary) to understand life during the war and how two events can be reported in a different way.
Year 6 at Chatham Dockyard
Mr Bonner explaining to the children about WW2 and the children loved looking at all the artefacts – uniform. helmet, whistle, evacuee suitcase, money to name but a few.
In Celebration of Rosherville’s 150th anniversary Year 4, 5 and 6 went on a ‘history walk’ lead by a local historian. They learnt all about how the area was a booming tourist and shipping industry and spotted all the different buildings from the different time periods – Victorian and Edwardian mainly.
The National Curriculum for history 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
- gain historical perspective by placing their growing knowledge into different contexts,
understanding the connections between local, regional, national and international
history; between cultural, economic, military, political, religious and social history; and
between short- and long-term timescales
At ROSHERVILLE we believe that a well rounded History curriculum will allow children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We have carefully designed our History curriculum so that children gain this knowledge as they progress through the school. In addition to this, we recognise the important role that History plays in preparing our children with skills that they can use for life, raising their aspirations, understand how to be a good and responsible citizen, understanding change and societal development and a context in which to understand themselves and others. This is extremely important for children at Rosherville in allowing them access to a much wider world.
Through our History curriculum, we strive to inspire pupils’ curiosity about the past and to know more about the past. Our curriculum provides children with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through the teaching of History, we endeavour to teach children 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. We believe that teaching History in this way is important in broadening children’s horizons, challenging preconceived ideas and developing life skills in order to prepare them for high school and beyond. As you can see from the History Skills overview, skills progress throughout the whole school.
History is embedded in our topic-based approach to learning. Teachers plan sequences of lessons across the unit that will build on and develop the children’s knowledge and skills. As they progress through the key stages, they will demonstrate a growing confidence and accuracy when using historical vocabulary, such as monarchy, explorer and artefact. The children will 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. This chronology, or sequence of events, will be referred to throughout both stages so that children become secure in their understanding of important historical events and eras. It will also enable them to begin to identify trends over time and develop the appropriate use of historical terms such as ancient and civilisation. The explicit mapping and rigorous teaching of vocabulary ensures that children can gain and deploy a historically grounded understanding of abstract terms such as ‘empire’ or ‘parliament’. This is further helped by Knowledge Organisers that each teacher creates for each topic.
Carefully selected skills are chosen to best match each unit of knowledge and progress year on year. Opportunities to practise and embed skills are planned for so that they are revisited and refined over time. The knowledge and skills that children will develop throughout each history topic are mapped across each year group and across the school to ensure progression