History
Intent
At RPA it is our intention that our coverage of the humanities subjects will provide children with a broad range of knowledge across History, Geography and RE. Our curriculum has been designed to link, where possible, our foundation subjects into termly themes, which allow our learners to link to our teaching of English and Reading and fully immerse their children into key ideas. We hope that our curriculum for the humanities subjects has been designed in such a way that the children are able to learn both knowledge and skills which will help them to progress as learners. We intend for the children to learn both about religions and history, but also to support them to form their own ideas and to learn from it, through discussion and investigation.
Implementation
- The foundation subjects typically follow the suggested order of the National Curriculum, and our offer has been planned in house to offer a broad range of subject areas within History. Alongside these progression grids, teachers follow a curriculum map for history.
- Planning for each subject is linked to a termly theme, and foundation subjects are often linked to this, however our foundation subjects are taught discretely.
- Teachers planning is responsive to the needs of the learners in their class, and based upon progression in understanding and skills grids which have been produced for each subject area. This ensures our learners get a broad knowledge of each topic within the foundation subjects, but also understand how to use sources, understand chronology, and discuss the causes of events.
- Due to the demographic and location of the school, much of our geography planning encourages children to think about the wider world and learn about cities and countries to give them a broader understanding of different cultures.
- Attainment is monitored through use of our progression grids within each area.
- Teaching of the foundation subjects is differentiated according to the needs of our learners to enable every child to access and engage with the content offered.
Impact
The result of our teaching is that our children will leave Redmarley with a strong understanding of both the skills and knowledge set out in the National Curriculum for the foundation subjects. In addition, that they can form opinions based on facts learned, and apply broader skills to other areas of their learning, such as investigation and discussion of sources.
Our foundation subjects offer our learners an opportunity to learn about the wider world, and the impact of key events on our current society. They are able to discuss historical events with respect and compassion and make links between their learning.
It is our clear aim that the children will gain a broad knowledge, but also learn the skills to think independently and assess information given so that they are able to form their own opinions.
Coverage of History. Please click on the relevant learning question to see the knowledge and skills organiser used by teachers to plan the unit of work:
Class 2 – Year A
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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The Great Fire of London
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Charles Darwin |
David Attenborough |
Castles |
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Why do we remember Charles Darwin? |
Why is David Attenborough so well known?
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Events beyond living memory that are significant internationally. |
The lives of significant individuals from the past who have contributed to national and international achievements. |
The lives of significant individuals from the past who have contributed to national and international achievements. |
Developing an awareness of the past, using common phrases and words relating to the passing of time. Similarities between ways of life in different time periods.
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Class 2 – Year B
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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Mary Anning Dinosaurs
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Queen Elizabeth I and Queen Victoria. |
Christopher Columbus |
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Why should we remember Queen Elizabeth and Queen Victoria?
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Why do we remember Christopher Columbus? |
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Significant historical events Chronology – when did dinosaurs exist and where does this fit chronologically? |
The lives of significant individuals in the past who have contributed to national and international achievements.
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The lives of significant individuals in the past who have contributed to national and international achievements. |
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Class 3 – Year A
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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Romans and Celts
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Medicine through time |
Anglo-Saxons |
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How has medicine changed from medieval times to now?
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What impact did the settlement of Anglo-Saxons have on Britain? |
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The Roman Empire and its impact on Britain |
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Changes in an aspect of social history
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Britain’s settlement by Anglo-Saxons and Scots |
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Class 3 – Year B
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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Ancient Egypt
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Stone Age to Iron Age |
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What were the greatest achievements of the Ancient Egyptians?
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the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt.
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Changes in Britain from the Stone Age to Iron Age |
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Class 4 – Year A
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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WW2 – life on the home front, including local history
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Ancient Greeks |
The Space Race |
Earnest Shackleton |
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How did Britain change as a result of World War 2?
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Why was the Space Race so important? |
Why was Earnest Shackleton significant and what did he achieve? |
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An in depth study into a significant turning point in World History A significant turning point in British history: the Battle of Britain
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Ancient Greece – a study of Greek life and achievements and their influence on the western world |
An in depth study into a significant turning point in World History Changing roles of Women – Dorothy Vaughn, Mary Jackson, Katherine Johnson, Christine Darden.
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An in depth study into a famous historical figure |
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Class 4 – Year B
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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The history of Immigrants and Refugees |
WW2 in Europe |
Charles Darwin |
The Ancient Maya |
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Why causes people to be displaced? |
How did Darwin’s discoveries change the way we understand how animals survive? |
How did the Maya live and what evidence do we have for this?
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World firsts: how did WW2 affect people in Europe?
A significant turning point in British history: the Battle of Britain
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Linked to Science: Evolution and Inheritance |
An in depth study of a non-European society that provides contrast with British History: Mayan Civilisation c. AD 900 (including farming and chocolate making.) |
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