Intent/Our Aim in the Teaching of History
At St Anne's, we bellieve it is important for children to develop a sense of identity through learning about the past and how history has shaped their lives. Through the provision of our History Curriculum, it is our aim for pupils to:
- gain a secure understanding of historical chronology
- classify, analyse and evaluate critically a large range of primary and secondary sources considering bias and provenance
- build a secure knowledge and understanding of Britain’s past and that of the wider world making links between historical periods previously taught
- develop a good understanding of local history that complements studies about the UK and the wider world
- be able to write a balanced/persuasive report
We also aim to:
- encourage children to develop a deep curiosity about the past
- ask perceptive questions
- think critically, weigh evidence and sift arguments
- develop perspective and judgement
Adaptations are made to History lessons to ensure that all children are able to access the curriculum and are not disadvantaged by Special Educational Needs or Disability.
Catholic Ethos, Catholic Social Teaching and History
Our intent in the teaching of History is rooted in Catholic Social Teaching.
We believe
- that the teaching of history provides many opportunities to teach children about the importance of peace and how to be peacemakers.
- that in learning about man's accomplishments across history, children become more aware of the dignity of the individual, the potential of mankind and the importance of participation.
- that solidarity is built through History by learning about the lives and experiences of peoples living in the past and in different parts of the world.
- that the common good is built by knowing ourselves and where we come from alongside knowing about the past of others. In this way, we can better appreciate the perspectives others may have. The common good is also advanced by the incorporation of themes such as rulers and topics such as the Y6 unit on Crime and Punishment. We also believe that by learning to criticially analyse sources for bias and provenance, students acquire skills to look at any document criticially and in a considered manner.
- that solidarity is built through History by learning about the lives and experiences of peoples living in the past and in different parts of the world.
Implementation/How we teach History
As a school we we have chosen to adopt Kapow Primary’s History scheme of work.
Our history curriculum aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically as historians, ask questions, and be able to explain and analyse historical evidence. Through our curriculum, we aim to build an awareness of significant individuals and events in local, British and global history and recognise how things have changed over time. Our intent in History is to support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups.
In Key Stage 1 and Key Stage 2 we follow the National Curriculum for History and use the Kapow scheme to support teaching and learning. The scheme is organised into substantive knowledge strands and disciplinary strands. The scheme aims to support pupils in building their understanding of chronology making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts of their own historical enquiries.
In order to prepare pupils for their future learning in History, the Kapow scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture. Through our history curriculum our aim is for our children to flourish into keen historians.
Each year group in KS1 and KS2 teaches three units of history (one each half term) each week. The scheme is organised into units consisting of 6 lessons. Within each unit our lessons are taught in order as they build upon one another. The flexibility in the order of units allows us to adapt the learning to suit our school and make use of cross- curricular links.
Some units are created by ourselves, still folllowing the substantive concepts, to enable the school to look at local History.
Progression grid and knowledge organisers
Year 2 Parent Information
Year 2 acting out "The Battle of Hastings" whilst learning about the monarchy this term.
Year 1 Knowledge organisers
Year 2 Knowledge organisers
Year 3 Parent information
Last Year Year 3 spent the afternoon becoming achaeologists. We spent the lesson digging, brushing and inspecting the artefacts we found! We then came back inside and discussed what the artefacts we found meant!
Year 3 learnt about timelines, BC and AD. They learnt about prehistory, how long ago this was and created timelines using toilet roll paper (each sheet representing 1000 years). They agreed it was a very long time. learning prehistory began millions of years ago (although our timelines didn't go that far).
Year 4 information
Why was the Roman army so successful?
Children learnt about the Roman army battle formations. They were able to explain how the Roman army was organised as well as perform simple manoeuvres and drills like the testudo - tortoise.
They created their shields and performed they had a go testing the effectiveness of the testudo formation!
Year 3 Knowledge organisers
Year 5 Parent information
Last year, Year 5 had been investigating the Mayan inventions and presenting their posters and findings to the class!
Year 6 Parent information
Last year Year 6 had been learning about the Cold War and the Space Race. They have been writing and reciting speeches as the USSR president Nikita!
Year 6 have been researching reliable sources to help them make a decision on whether they think the Moon Landing was real or faked!
Year 6s learnt about why did Britains go to war and chronologically ordered these events/reasons. They investigated the Battle of Britain and then interviewed as German/British soldiers.
Year 5 Knowledge Organisers
History Day - World War 2
On Monday 14th October the whole school was involved in a History Day. This was a fantastic opportunity for the children to learn more about this period in a fun and engaging way.
The children were welcome to dress up and throughout the day, they explored life during WWII, focusing especially on the Kindertransport and evacuations. In EYFS and Key Stage 1 (KS1): The children were inspired by the story of Paddington Bear, as the author based his creation on the real-life evacuees he saw arriving at Reading Station during the war. IN Key Stage 2 (KS2): The children took a deeper look at the Kindertransport, learning about some of the children who were evacuated and what life was like during this time.
We were also thrilled that our school has been selected to take part in the national "80 Candles for 80 Years" project, marking the 80th anniversary of the Holocaust next year. As part of this, the children helped to create a candleholder.
In addition to learning about history, we’ll be focusing on two key messages:
Standing up against hate
Welcoming and respecting people from all backgrounds.
Below are some images of the candleholder.
Reception
Reception and Key Stage 1 were influenced by Paddington Bear. The author Michael Bond wrote the character after witnessing evacuees arriving into Reading Station. The children looked at maps, made sandwiches, packed suitcases as well as many other activities.
In reception they decorated their train carriage with train stamps, which the children then enjoyed stamping onto other paper too.
Years 1 and 2
In Years 1 and 2 the children were also inspired by Padddington. They learnt about Michael Bond and how he was inspired to create Paddington. They made sandwiches and learnt more about how it was like in the past.
For their train carriage the children wrote messages inside Paddington speech bubbles about respect, kindness, tolerance and welcome to everyone.
Years 3 and 4
In years 3 and 4 the children created their own flame messages about respect and tolerance. They thought about what they would pack in their suitcases if they were evacuated, and drew and wrote these objects. Year 4 created posters about Henry Wagu who was our main inspiration, as well as all those who came on the Kindertransport. Year 3 thought about and discussed how he would have felt throughout his journey. The children also got to look at artifacts and resources linked to WW2. Year 4 created mini suitcases filled with items for the train carriage, whilst year 3 drew objects from his life, such as glasses, hot chocolate, chef hat, etc.
Year 5 and 6
Year 6 went on a walk led by local Terry Dixon, about the Reading Pantry bombings, this was incredibly informative. Both year groups deepened their understanding of World War 2 and thought about key messages we can learn. They discovered more about the children on the Kindertransport, specifically Henry Wagu and recoded information about him. Year 5 also unpicked further “What is discrimination and how can it impact us?” Years 5 created Stars of David for the train (with positive messages), whilst Year 6 wrote messages of positivity for the children travelling by the Kinderstransport.
Children dressed up
Some of the children from different year groups dressed in World War 2 costumes.
Interest zone
Some interesting articles and activities linked to our History topics:
Year 3
- https://www.imagininghistory.co.uk/post/stone-age-activities-crafts-for-kids
-https://www.smithsonianmag.com/smart-news/archaeologists-unearth-ancient-roman-artifacts-shipwreck-kasos-180976820/