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History

Our Vision at Corporation Road

At Corporation Road Community Primary School, we want our pupils to have an understanding of the past and how history will shape their future. Underpinning everything that we do are our four themes: Community, Citizenship, Gender & Equality and Legacy & Impact. We stimulate the children’s interest and understanding about the life of people who lived in the past, the key events that took place and how this has contributed to our lives today. We teach children a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage. Therefore, they learn to value their own and other people’s cultures in modern multicultural Britain and, by considering how people lived in the past, they are better able to make their own life choices today. We teach children to understand how events in the past have influenced our lives today by investigating past events. In doing so, we deepen our pupils’ enquiry, analysis, interpretation, communication and problem-solving skills.

DomainsKey Concepts
Knowledge and Understanding of events, people and changes in the pastSimilarities and Differences, Significant Individuals, Local History, Continuity and Change and Cause and Consequence
Chronological understandingChronology
Organisation and CommunicationVocabulary and Recording
Historical EnquiryHistorical Questions and Historical Enquiry

History Progression Map

Community

Our children will understand how they are a part of our local and wider community and how this has changed over time. For example, they will conduct an in-depth study of a local town or city, drawing on a range of research sources to determine how a local place has changed and why. Furthermore, our children will gain an appreciation for how communities within the world have come together and influenced change. They will also be able to compare and contrast livesin communities from a range of time periods, including today.

Gender & Equality

Our children will understand how gender and equality has changed over time, both within the United Kingdom and the wider world. They will understand how these changes have arisen from studying significant individuals, events and movements. Furthermore, they will be able to acknowledge different points of view and understand why these are important in understanding and interpreting history.

Citizenship

Our children will understand how the lives of people in Darlington, the United Kingdom and the wider world have changed over time. Pupils will develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear links within and across periods of time. Our children will gain an appreciation for what life was like as a citizen in different times, be able to compare this to the modern day and other time periods and then suggest how or why changes occurred. Furthermore, they will be able to describe the positive and/or negative impact of a period of history on contemporary society.

Legacy & Impact

Our children will understand how the past has influenced the present day. This includes how key events, discoveries, movements and significant individuals have shaped our lives and the society that we live in. Our children will gain an appreciation for chronology and understand how key events, discoveries, movements and the lives of significant individuals are sequenced through time. Our children will be able to make connections, compare and contrast periods of history in order to determine how human life has evolved.

Development Matters

Early Learning Goal: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

  • 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.

National Curriculum

  • 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 study (covered in KS1 and UKS2)
  • 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: AncientSumer; 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.
EYFS

Knowledge and Understanding of Events, People and Changes in the Past

Similarities and Differences: They know about similarities and differences.

Significant Individuals: Talk about significant people. Who are they and why are they significant.

Local History: Describe in simple terms their local area.

Continuity and Change: Describe past and present events in their own lives and family members.

Cause and Consequence: Talk about who helps them and how it effects their life.

Chronological Understanding

Chronology: Begin to order simple pictures and artefacts. E.g. life cycle of human.

Organisation and Communication

Vocabulary: They use past, present and future forms when talking about events in their life.

Recording: Retell simple events from their own experiences

Historical Enquiry

Historical Questions: Ask and respond to simple questions about the past.

Historical Enquiry: Use photographs to simply talk about the past.

Year 1

Knowledge and Understanding of Events, People and Changes in the Past

Similarities and Differences: Begin to describe similarities and differences between historical artefacts and pictures.

Significant Individuals: Sequence the story of a significant historical figure.

Local History: Describe, in simple terms, the importance of a local place or landmark.

Continuity and Change: Compare own life and interests now with their babyhood (e.g.clothes, toys, food, size, abilities), recalling a significant memory from the past.

Cause and Consequence: Describe, in simple terms, why a significant individual acted the way they did.

Chronological Understanding

Chronology: Begin to order artefacts and pictures from significantly different time periods.

Organisation and Communication

Vocabulary: Use simple vocabulary to describe passing of time (e.g. now, then, long ago, before and after).

Recording: Retell a story or significant event from their own past.

Historical Enquiry

Historical Questions: Ask and respond to simple questions about the past, using sources of information.

Historical Enquiry: Use simple source material (e.g.photographs) to answer questions about an event beyond living memory.

Year 2

Knowledge and understanding of events, people and changes in the past

Similarities and Differences: Describe how their own life is different from past generations of their own family.

Significant Individuals: Use the stories of famous historical figures to compare aspects of life in different times.

Local History: Describe how people, places and events in their own locality have changed over time.

Continuity and Change: Describe changes in the local area during their own lifetime and that of their parents and grandparents.

Cause and Consequence: Begin to understand cause and effect by looking at a significant individual’s actions and what happened as a result.

Chronological Understanding

Chronology: Order events in a period of history studied and begin to recall the dates of important festivals or celebrations.

Organisation and Communication

Vocabulary: Use further terms associated with the past (e.g. year, decade and century).

Recording: Show increased knowledge and understanding of events beyond living memory through simple recording, using text and drawings.

Historical Enquiry

Historical Questions: Ask and answer questions about a range of historical sources.

Historical Enquiry: Build a ‘bigger picture’ of ahistorical period, using a range of source material.

Year 3

Knowledge and understanding of events, people and changes in the past

Similarities and Differences: Describe how their own lives are similar or different to children living in past times.

Significant Individuals: Explain how a significant figure of a period influenced change.

Local History: Describe how national changes affected their locality.

Continuity and Change: Describe some of the main changes in Britain, resulting from an event (e.g. an invasion or war).

Cause and Consequence: Express an opinion on whether a person or event had a positive or negative impact on life in Britain.

Chronological Understanding

Chronology: Show developing understanding of chronology by beginning to realise that the past can be divided into different periods of time.

Organisation and Communication

Vocabulary: Use appropriate historical vocabulary to describe key features of a time period.

Recording: Use labelled diagrams, recounts,stories, diaries and pictures to illustrate understanding about historical events and famous people.

Historical Enquiry

Historical Questions: Suggest useful research questions.

Historical Enquiry: Choose the most important source material for a task, showing awareness of a range of sources.

Year 4

Knowledge and understanding of events, people and changes in the past

Similarities and Differences: Compare two periods of history, identifying similarities and differences between them.

Significant Individuals: Explain how significant historical figures contributed to national and international achievements in a variety of eras.

Local History: Describe the impact of international events (e.g. war) on the local area.

Continuity and Change: Explain the impact of a significant historical figure on life in Britain.

Cause and Consequence: Explain that an event can have more than one cause.

Chronological Understanding

Chronology: Place different periods of time on a timeline and remember key historical facts and some dates from a period studied

Organisation and Understanding

Vocabulary: Begin to use abstract terms (e.g.empire, civilisation, parliament, peasantry and heptarchy).

Recording: Choose the best way to record a range of historical information, giving reasons for their choice.

Historical Enquiry

Historical Questions: Ask and answer more complex questions through independent research.

Historical Enquiry: Use a range of source materials to answer questions about the past which go beyond simple observations.

Year 5

Knowledge and understanding of events, people and changes in the past

Similarities and Differences: Make connections between two periods of history, to begin to develop historical perspective.

Significant Individuals: Describe how a significant individual or movement has influenced the UK or wider world.

Local History: Use a range of local history resources to describe how an event(e.g. the Black Death) affected a local town or village.

Continuity and Change: Link events from periods studied to changes or developments in contemporary society, both inBritain and the wider world.

Cause and Consequence: Explain why people acted as they did (e.g. why Henry VIII married many times in order to produce an heir to the throne).

Chronological Understanding

Chronology: Independently place historical events or change on a timeline, remembering key facts from a period of history studied.

Organisation and Communication

Vocabulary: Make appropriate use of historical terms in discussion and understand concepts (e.g. local, regional,national and international).

Recording: Select, organise and record relevant information from a range of sources to produce well-structured narratives, descriptions and explanations.

Historical Enquiry

Historical Questions: Follow independent lines of enquiry and make informed responses based on this.

Historical Enquiry: Describe how different types of evidence tell us different things about the past (e.g. royal portraits versus descriptions) and understand why contrasting arguments and interpretations occur.

Year 6

Knowledge and understanding of events, people and changes in the past

Similarities and Differences: Make connections, draw contrasts and identify trends in two or more periods of history, to improve historical perspective.

Significant Individuals: Describe how their own lives have been influenced by a significant individual or movement.

Local History: Suggest and research information sources required to present an in-depth study of a local town or city.

Continuity and Change: Provide reasons for, and outcomes of, the main events and changes in historical periods, showing factual knowledge of aspects of Britain and the wider world.

Cause and Consequence: Describe the negative or positive impact of a period of history on contemporary society.

Chronological Understanding

Chronology: Create, from memory, a timeline from dates/details/eras, showing knowledge of how to check for accuracy.

Organisation and Communication

Vocabulary: Use in context and understand terms relating to different types of history (e.g. cultural, economic,military, political, religious and social).

Recording: Select, organise, summarise and present relevant information, from a wide range of sources, in the most effective way for a given purpose.

Historical Enquiry

Historical Questions: Independently investigate a complex historical research question.

Historical Enquiry: Acknowledge different points of view expressed and explain why these are important in understanding and interpreting history.

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