NEWS

History

History Lead Teacher in school is Mrs Groark

At St Cuthberts our intent is that our teaching of History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim for it to inspire pupil’s curiosity about the past and to know more about the past. We aim to enable children 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 challenge of their time.

Our visits that we have enjoyed so far are Beamish, Oriental Museum, Arbaia, walk round our local areas.

In EYFS we have enjoyed looking at how we have changed over time and old photographs of what the area around our school looked like.

We have used the Education Durham History KS1 and KS2 Long term plan outline which, we have adapted to our school

Year Autumn Spring Summer
1 I’m making History!

NC ref: changes within living memory

Focus: Chronology (sequence), knowledge of very recent past, use of common words. Asking and answering simple questions.

: My timeline, family history, investigating Christmas now and in the past.visit Beamish

History detectives – spot the differences!

NC Ref: changes within living memory, places in locality

Focus: Use of primary sources, comparing to find similarity and difference, chronology, beginning to explain change and continuity.

: local history enquiry, homes  now and then.

Who has helped make History?

NC ref: Significant individuals in the past, local significant individuals

Focus: use of historical interpretations, chronology over a longer period, thinking about historical significance.

: Beatrix Potter

2 Why are some places special?

NC ref: Significant places in own locality

Focus: Thinking about historical significance, using primary sources.

: Special places in the area  visit and enquiry– Durham cathedral.

Fantastic Firsts

NC ref: events beyond living memory that are significant globally or nationally

Focus: Chronology over longer timeframe, comparing events, writing about significance.

:First aircragft, flight, moonlanding, first phoe call, first film.

inventions, special events – moon landing, electricity, first train

All change? Holidays now and then

NC ref: Changes within living memory and beyond. Significant places in our own locality.

Focus: Identifying and writing about change and its causes. Forming an interpretation, use of primary sources

: Compare holidays now and 1950s and Victorian. Use of historic environment  e.g. Seaham

3 Who were Britain’s first builders?

NC ref:  Changes in Britain Stone Age to Iron Age

Focus:  building and technology in earliest settlements, key features of an era, chronology (sequence and duration) change over time, using artefacts as primary sources, awareness of representations.

 

Why did the Ancient Egyptians build pyramids?

NC ref:  Achievements of earliest civilisations – Ancient Egypt

Focus: key features of early civilisation, chronology ( sequence, duration and contemporaneous development) causation, use of primary sources (supported inferences)

How have the Greeks shaped my world?

NC Ref: Ancient Greece; achievements and influence

Focus: Chronology (sequence and duration), key features and individuals of ancient civilisation, consequences, significance (legacy) use of primary sources, use of written interpretations.

4 Why did the Romans march through County Durham?

NC ref: A Local history study

Focus: Key features of Roman army and British campaign, chronology, causation and consequence, using information texts and representations of the past (reconstructions, artist’s views, built models)

 

What was daily life like for Romans?

NC ref: The Roman Empire and its impact on Britain

Focus: Key features of a global empire, chronology (duration) similarity and difference of experiences within the period (rich/poor, men/women/child, slave/ free) use of primary sources – supported inference and lines of enquiry

What happened when the Romans left Britain?

NC ref: Britain’s settlement by the Anglo Saxons and Scots

Focus: Key features of Anglo Saxon Britain (s/c/r/e), chronology (sequence and duration), consequences and significance. Use of information texts and historian’s interpretations.

5  Were the Vikings really vicious?

NC Ref: The Viking and Anglo saxon struggle for England to 1066

Focus: Chronology and key features, making a supported judgement, use of primary sources to test an interpretation.

Who was making history in faraway places in the year 1000?

NC ref: non-European society that provides contrast to British history

Focus: Chronology – developing terminology of periods, contemporaneous developments, key features of a contrasting society and its development, similarity and difference to Britain in c.1000, use of primary sources, identification of key points in historical interpretations.

Suggestion:  Mayans.

School  designed unit – e.g. historic environment enquiry

NC ref: local history study

Focus: Use of the historic local environment to further enquiry skills, develop chronological range and use of primary sources such as maps, census, buildings and photographs

6 What’s in a name?

NC Ref: Local History unit  – WW1 war memorials

Focus: Chronological security, key features of an ear, use of primary sources, similarity and difference of experience at a point in the past

How Seaham was affected by the Great War.

Can we choose the UK’s most important monarch?

What have these famous Britons got in common?

When did some of our most famous monarchs rule?

Were medieval monarchs all mighty?