At Royal Rise Primary School all children, including SEN and Disadvantaged learn the following concepts and themes through studying different periods of History throughout the school
Our history topic follows on from geography making links to secure locations in history learning, which helps to secure understanding of different locations related to the historical topics. We want pupils to be able to articulate a narrative about the historical periods they study. We want them to develop opinions about the periods they have studied by comparing and contrasting them with other historical periods they have learned about. We want them to accurately articulate their thoughts and opinions through the proactive acquisition of technical and non-technical vocabulary.
- Cause and effect
- Continuity and change
- Empire and Legacy
- Invasion and settlement
- Comparison and contrast
- Exploration of historical questions becoming progressively more complex
- Evaluating so as to inform opinions
- Primary and secondary sources and artefacts
- Articulation of a narrative of the period being studied
- Build a knowledge of a broad timeline from ancient times to present day
By connecting our British Values through the teaching of history, we explore issues that affect us all in our lives and this helps inform decisions that will shape our future eg Did the Vikings show tolerance and respect when they invaded the Monastery and attacked the monks?
In the EYFS, we focus on the history of the children’s own lives. We begin by encouraging them to remember and talk about significant events in their own experience, through discussion in small groups and circle times where they can share news and memories.?
We progress to encourage the children to describe special times or events for others, including family or friends. By the end of the EYFS, through time and practice, we aim for children to feel confident and knowledgeable enough to talk about past and present events in their own lives and in the lives of family members.?
We study history by starting with something that is real to the children. They have previously studied Tonbridge in Geography, so we make connections by looking at historical homes in Tonbridge. They start by discussing and comparing their own home life and what is in their homes e.g. a television; different bedrooms; plumbing. They move from this to a visit to the local area with a focus on Tonbridge Castle and they look at similarities and differences between what home life was like in the Medieval times.
We expand their historical understanding further by taking them back in time to an ancient civilisation - the Egyptians. We explain how we find out about the past even though we were not alive then by using primary and secondary sources. We introduce them to simple investigative questions e.g. How can we find out about what the Egyptians ate?
We expand the use of primary and secondary sources further by looking at the Roman era where the children are taught to sequence significant events and look at the cause and effect of the Roman invasion and occupation of Britain. We build on this by continuing to look at primary sources, secondary sources and artefacts and how these impact on our lives today e.g. Roman roads.
We move onto the Vikings, where the children use their understanding from the Romans in Year 3 and begin to understand that they can draw their own conclusions. They sequence events within the Viking era and they learn to give substantiated and focused responses about the usefulness and reliability of different sources e.g. if you only look at what the monks had written, you would see them as villains.
Pupils use the connections from Years 3 and 4 to explore a significant historical event in depth - The Great Fire of London. They use a range of different sources to draw conclusions and validate their opinions.
The understanding of significant events is explored further through our immediate area. We explore the impact the Industrial Revolution had on Victorian Britain including its impact on the local area, Tonbridge. They use and apply all the historical enquiry skills learned over the previous years to explain economic and social developments during the Victorian era and their impact on our lives today.