History Curriculum

The history curriculum has been planned around both the National Curriculum and other themes that allow the children to more effectively recognise and apply historical skills and processes like continuity and change, cause and consequence, similarities and differences. Each topic has been designed around themes that they will be able to recognise in both other history topics as well as other subjects. This will give the pupils an effective dialogue and understanding with which they can fully engage with the world around them.

Illustration of historic items

Concepts

  • Inspire curiosity
  • Complexity of people’s lives
  • Challenges of their time
  • History the UK
  • British and world influences
  • Ancient civilisations
  • Empires
  • Non-European
  • Continuity and change
  • Cause and consequence
  • Similarities and differences
  • economic
  • social
  • political
  • military
  • cultural
  • technology
  • impact on modern society
  • houses and home
  • life of a child
  • Life of women

Year 3

Week 1

Outcome

  • To locate the Stone, Iron and Bronze ages on a timeline
  • To apply chronological order on a timeline
  • To use timeline in the School Hall

 

Revision

  • To state when WW1 began

Week 2

Outcome

  • To restate what is meant by prehistory and how we know about it
  • To know the definition of primary and secondary sources

 

Revision

  • To read a diary entry from WW1 and record what it tells you

Week 3

Outcome

  • To discuss the sources that provide information about the Stone Age

 

Revision

  • To recall who Frieda Khalo is and look at one of her paintings (comparison to cave wall art)

Week 4

Outcome

  • To recognise the differences between the Palaeolithic and Mesolithic Age, and what was new about the Neolithic Age

 

Revision

  • To compare Grimm fairy tales with today’s stories

Week 5

Outcome

  • To describe ow much did life change when man learned to farm

 

Revision

  • To recall who Amelia Earhart was and why was she important (idea of her as a ‘turning point’ in history and slight link to farming)

Week 6

Outcome

  • To illustrate the significance of Skara Brae

 

Revision

  • To recognise the difference between opinion and fact

Week 7

Outcome

  • To assess knowledge and understanding of the Stone Age

Week 8

Week 1

Trip to Valence House

Week 2

Outcome

  • Essay: Was Stone Age man a ‘simple hunter gatherer?’

 

Revision

  • To recognise the differences between the Palaeolithic and Mesolithic Age

Week 3

Outcome

  • Essay: Was Stone Age man a ‘simple hunter gatherer’

 

Revision

  • To discuss the sources that provide information about the Stone Age

Week 4

Outcome

  • To recognize why bronze replaced stone and the changes it brought to society

 

Revision

  • To describe the work of Faberge

Week 5

Outcome

  • To understand the significance of Stonehenge

 

Revision

  • To discuss what was new about the Neolithic Age

Week 6

Outcome

  • To explain who the Beaker people were and why they were important

 

Revision

  • To recall who Columbus was and why he was important

Week 7

Outcome

  • To debate why the smelting of iron was an important human development

 

Revision

  • To debate whether Magellan’s circumnavigation was an important human development

Week 1

Outcome

  • To sketch the growing importance of Trade within the Iron Age

 

Revision

  • To describe Columbus’ ships

Week 2

Outcome

  • To compare how people lived from the Stone to the Iron age with today

 

Revision

  • To recall Earnest Shackleton’s expedition

Week 3

Outcome

  • To describe who the Celts were and what they believe

 

Revision

  • To recognize the difference between opinion and fact

Week 4

Outcome

  • To assess my knowledge and understanding of the Stone Age

Week 5

Outcome

  • Essay: From the Stone Age to the Iron Age, how did Homo Sapiens become the world’s dominant species?

 

Revision

  • To describe how much did life change when man learned to farm

Week 6

Outcome

  • Essay: From the Stone Age to the Iron Age, how did Homo Sapiens become the world’s dominant species?

 

Revision

  • To debate why the smelting of iron was an important human development

Week 1

Outcome

  • To state key knowledge about Ancient Egypt
  • Knowledge organiser

 

Revision

  • Locate Stone to Bronze age on a timeline

Week 2

Outcome

  • To locate Egypt on a map and illustrate the importance of the Nile

 

Revision

  • To sketch the growing importance of Trade within the Iron Age

Week 3

Outcome

  • To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves

 

Revision

  • To compare how people lived from the Stone Age to the Iron Age with today

Week 4

Outcome

  • To interpret hieroglyphics and recognize the significance of the Rosetta Stone

 

Revision

  • To illustrate the significance of Skara Brae

Week 5

Outcome

  • To discuss religion in Ancient Egypt and name the main gods and goddesses

 

Revision

  • To dramatize the mysteries of Stonehenge

Week 6

Outcome

  • To describe the process mummification

 

Revision

  • To debate why the smelting of iron was an important human development

Week 1

Outcome

  • To examine the discovery of Tutankhamun’s tomb

 

Revision

  • To illustrate the significance of Skara Brae

Week 2

Outcome

  • To assess my knowledge and understanding of the Ancient Egyptians

Week 3

Outcome

  • To explain why the pyramids were built

 

Revision

  • To explain why Stonehenge was built

Week 4

Trip to British Museum

Week 5

Outcome

  • Trip write up

Week 6

Outcome

  • To create a diagram of the hierarchical ruling system of the Ancient Egyptians

 

Revision

  • To discuss who Gandhi was

Week 1

Outcome

  • To inspect the Ancient Egyptian military

 

Revision

  • To compare technology in WW1 with today

Week 2

Outcome

  • To compare Ancient with Modern Egypt

 

Revision

  • Compare the Stone Age to the Iron Age

Week 3

Outcome

  • To appraise why Ancient Egypt ended

 

Revision

  • To explain why the Bronze Age ended

Week 4

Outcome

  • Essay: What is the impact of Ancient Egyptians on life today?

 

Revision

  • To argue the impact of farming on human development

Week 5

Outcome

  • Essay: What is the impact of Ancient Egyptians on life today?

 

Revision

  • To argue the impact of boat technology on human development

Week 6

Outcome

  • To assess understanding and knowledge of Ancient Egypt

Stone, Bronze and Iron Ages

In order to ensure the development of a chronologically secure knowledge, Year 3 starts with an investigation into the Stone, Bronze and Iron Ages.

 

A combination of overview and depth studies combines to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

 

With this in mind, each topic in each year group is started with an overarching timeline that draws on their knowledge of when other topics happened (for Year 3 it draws upon their understanding of ‘time’ they worked on in KS1), as well as getting them to realise that history isn’t just one thing after another, but rather a much more complicated series of overlapping and connected narratives.

In depth studies within the topic were chosen from a consideration of what I thought were best suited to allowing children to naturally find and develop their own understanding of patterns. For example the Stone Age to the Iron Age learning objectives cover the themes of challenges of their time, history of the UK, ancient civilisations, technology, houses and home and impact on a modern society. Vocabulary it will utilize and cement includes: society, ruler, tribe, defeat, exploration, civilisation, community, source, archaeologist, navigation.

 

Year 3 also get a chance to explore the following themes through the lens of the Ancient Egyptians: inspire curiosity, world influences, empires, non-European civilisations, military, and technology, impact on modern society and so on.

Y3 – September—February

Stone Age, Iron Age and Bronze Age

Y3 – March—July

Ancient Egypt

Year 4

Week 1

Outcome

  • To identify the development of Ancient Greece from the Bronze Age to Roman rule

 

Revision

  • To locate the Stone, Iron and Bronze ages on a timeline

Week 2

Outcome

  • To express the role of Gods in Ancient Greek culture

 

Revision

  • To recall two significant Egyptian gods/goddesses

Week 4

Outcome

  • To identify what a city-state and explain the significance of Athens

 

Revision

  • Explain why the Nile was important for the success of Ancient Egypt

Week 3

Outcome

  • To compare Sparta and Athens

 

Revision

  • To recall the diagram of the hierarchical ruling system of the Ancient Egyptians

Week 5

Outcome

  • To evaluate the beginning of democracy in Athens

 

Revision

  • To explain what was new about the Neolithic age

Week 6

Outcome

  • To construct what life was like for Ancient Greek citizens

 

Revision

  • To discuss how much life changed when man learned to farm

Week 7

Outcome

  • To appraise what life was like for women in Ancient Greece

 

Revision

  • To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves

Week 1

Outcome

  • To compare the importance of the ancient and modern Olympic Games

 

Revision

  • To compare Ancient with Modern Egypt

Week 2

Outcome

  • To inspect art, literature and architecture in Ancient Greece.

 

Revision

  • To describe Khalo’s art

Week 3

Trip to Museum

Week 4

Outcome

  • To discuss whether Alexander deserved to be called ‘Great’

 

Revision

  • To examine the discovery of Tut’s tomb

Week 5

Outcome

  • To examine other Greek figures relating to modern maths, science and philosophy

 

Revision

  • To recap the discoveries of Magellan

Week 6

Outcome

  • To examine other Greek figures relating to modern maths, science and philosophy

 

Revision

  • To recall the significance of Earhart

Week 7

Outcome

  • To compare Ancient Greek ideas with Ancient Egypt

 

Revision

  • To explain why the pyramids were built

Week 1

Outcome

  • To demonstrate the impact of Ancient Greek scientific discoveries on the modern world

 

Revision

  • To argue the impact of Ancient Egyptians on life today

Week 2

Outcome

  • Essay: How did the Ancient Greeks shape the modern world

 

Revision

  • To interpret hieroglyphics and recognize the significance of the Rosetta Stone

Week 3

Outcome

  • Essay: How did the Ancient Greeks shape the modern world (plan and begin to write)

 

Revision

  • To discuss how much life changed when man learned to farm

Week 4

Outcome

  • To assess my knowledge of the Ancient Greeks

Week 5

Outcome

  • To identify who the Romans are and place them in a timeline

 

Revision

  • Locate the stone to iron age on a timeline

Week 6

Outcome

  • To describe what Celtic Britain was like before the Romans arrived

 

Revision

  • To describe who the Celts were and what they believed

Week 1

Outcome

  • To explain why the Romans invaded Britain

 

Revision

  • To explain how Ancient Egypt came to an end.

Week 2

Outcome

  • To assess the invasions of Britain by Julius Caesar and Emperor Claudius

 

Revision

  • To explain who the beaker people were

Week 3

Outcome

  • To judge the significance of Boudicca

 

Revision

  • To describe why the cheddar man is peculiar

Week 4

Outcome

  • To examine why the Romans built Hadrian’s wall

 

Revision

  • To examine why the Ancient Egyptians  built the pyramids

Week 5

Outcome

  • To compare life in a Roman town to Roman countryside

 

Revision

  • To compare the changes from the Stone Age to the Iron Age

Week 6

Outcome

  • To appraise the role of religion in Roman culture

 

Revision

  • To express the role of Gods in Ancient Greek culture

Week 1

Outcome

  • To recognize what life was like for women in Roman Britain

 

Revision

  • To appraise what life was like for women in Ancient Greece

Week 2

Outcome

  • To debate the importance of technology in Roman Britain

 

Revision

  • To assess whether man was just a ‘simple hunter gatherer’

Week 3

Outcome

  • To compare living as a Celt and a Roman in Roman Britain

Week 4

Outcome

  • To question how we know about the Romans and compare Bede and Tacitus

 

Revision

  • To discuss the sources that provide information about the Stone Age

Week 5

Outcome

  • To evaluate what changed and what stayed the same in 400 years of Roman rule in Britain

 

Revision

  • To evaluate how Homo Sapiens became the world’s dominant species

Week 6

Trip to British Museum / Mithraeum / Museum of London

Week 1

Outcome

  • To analyse why the Romans left Britain

 

Revision

  • To judge why Ancient Egypt ended

Week 2

Outcome

  • To demonstrate the impact of Ancient Greek scientific discoveries on the modern world

Week 3

Outcome

  • Essay: Did  the Romans shape Britain more than the Stone Age

 

Revision

  • To discuss how much life changed when man learned to farm

Week 4

Outcome

  • Essay: Did  the Romans shape Britain more than the Stone Age

 

Revision

  • To evaluate how Homo Sapiens became the world’s dominant species

Week 5

Outcome

  • To assess knowledge and understanding of the Ancient Romans

Ancient Greece and Ancient Romans

Continuing chronologically, Year 4 looks at the Ancient Greek followed by the Ancient Romans. As with all topics in each year group, the topic begins with revisiting a timeline that refreshes their knowledge and gives them an accurate idea of when these events and ideas took place.

 

Ancient Greece is a big topic for considering an ‘impact on the modern world’, with a closer look at the beginning of democracy, key figures such as Pythagoras Aristotle, as well other ancient Greek inventions (and the Olympic games).

 

Children also look at what life was like for children and women, as well as other broader ideas like religion, trade, military, politics and architecture.

Other evaluative skills and starting to be used as well by looking at whether Alexander should be called ‘the Great’ and more obvious comparison lessons such as ‘To compare Ancient Greek ideas with Ancient Egypt.’

 

The Ancient romans offer a similar chance to draw comparison and compare, as well as considering what changed, stayed the same, their similarities and differences etc. Towards the end of each topic, lessons tend to be more evaluative as children are given a chance to put into practise both their knowledge and skills.

Y4 – September—February

Ancient Greece

Y4 – March—July

Roman Britain

Year 5

Week 1

Outcome

  • To create a historical timeline of the periods studied so far, highlighting the difference between national and international historical periods

 

Revision

  • Including recap of Stone to Iron Age
  • International would include Ancient Greece and Egypt

Week 2

Outcome

  • To analyse why the Anglo-Saxons came to Britain

 

Revision

  • To explain why the Romans invaded Britain

Week 3

Outcome

  • To compare the reasons behind the Anglo-Saxon invasion with the Roman invasion

 

Revision

  • To sketch the growing importance of Trade within the Iron Age

Week 4

Outcome

  • To describe what changed and what continued when the Romans left and the Anglo-Saxons arrived

 

Revision

  • To compare the changes from the Stone Age to the Iron Age

Week 5

Outcome

  • To assess how the Anglo-Saxons ruled in Britain

 

Revision

  • To create a diagram of the hierarchical ruling system of the Ancient Egyptians

Week 6

Outcome

  • To compare how the Anglo Saxons lived

 

Revision

  • To compare life in a Roman town to Roman countryside

Week 7

Outcome

  • To discuss the life of a woman in Anglo-Saxon times

 

Revision

  • To recognize what life was like for women in Roman Britain

Week 1

Outcome

  • To assess the importance of religion in Anglo-Saxon culture

 

Revision

  • To express the role of Gods in Ancient Greek culture

Week 2

Outcome

  • To examine the rise of Christianity in Anglo-Saxon Britain

 

Revision

  • To appraise the role of Religion in Roman culture

Week 3

Outcome

  • To investigate opinion and fact and sources: Sutton Hoo, West Stow, King Arthur, Staffordshire hoard

 

Revision

  • To examine the discovery of Tutankhamun’s tomb

Week 4

Outcome

  • To investigate opinion and fact and sources: Sutton Hoo, West Stow, King Arthur, Staffordshire hoard

 

Revision

  • To analyse the Importance of Stonehenge

Week 5

Trip

Week 6

Outcome

  • To analyse the importance of trade in Anglo-Saxon times

 

Revision

  • To locate Egypt on a map and illustrate the importance of the Nile

Week 7

Outcome

  • To examine the life of King Alfred the Great

 

Revision

  • To judge the significance of Boudicca

Week 1

Outcome

  • To discuss whether Alfred really was Great

 

Revision

  • To discuss whether Alexander deserved to be called ‘Great’

Week 2

Outcome

  • Case study: Anglo Saxon chronicle

 

Revision

  • To question how we know about the Romans and compare Bede and Tacitus

Week 3

Outcome

  • To illustrate how England became one kingdom

 

Revision

  • To evaluate what changed and what stayed the same in 400 years of Roman rule in Britain

Week 4

Outcome

  • Essay planning: Is it fair to call it the ‘Dark Ages’?

 

Revision

  • To express whether Stone Age man was a ‘simple hunter gatherer’

Week 5

Outcome

  • Essay: Is it fair to call it the ‘Dark Ages’?

 

Revision

  • To select the most significant Greek figures relating to modern maths, science and philosophy

Week 6

Outcome

  • To assess knowledge and understanding of the Anglo-Saxons

Week 1

Outcome

  • To recall the position of Islamic Golden Age in history, geographically and chronologically

 

Revision

  • Add to timeline from beginning of the year

Week 2

Outcome

  • To examine the spread of the Islamic Empire

 

Revision

  • To analyse why the Romans left Britain

Week 3

Outcome

  • To discuss why Baghdad was built

 

Revision

  • To examine why the Romans built Hadrian’s wall

Week 4

Outcome

  • To describe the layout of Baghdad

 

Revision

  • To locate Egypt on a map and illustrate the importance of the Nile

Week 5

Outcome

  • To compare Ancient Baghdad to Londinium

 

Revision

  • To construct what life was like for Ancient Greek citizens

Week 6

Outcome

  • To compare the life of a child in Baghdad to today

 

Revision

  • To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves

Week 1

Outcome

  • To appraise the significance of art and literature in Ancient Baghdad

 

Revision

  • To inspect art, literature and architecture in Ancient Greece

Week 2

Outcome

  • Case Study: Cordoba

 

Revision

  • To argue why the pyramids were built

Week 3

Outcome

  • To identify the key discoveries of the Golden Age of Islam

 

Revision

  • To select the most significant Greek figures relating to modern maths, science and philosophy

Week 4

Outcome

  • To justify what was the most important discovery

 

Revision

  • To evaluate the beginning of democracy in Athens

Week 5

Outcome

  • To compare Roman discoveries with Islamic discoveries

 

Revision

  • To debate the importance of technology in Roman Britain

Week 6

Outcome

  • To compare Roman discoveries with Islamic discoveries

 

Revision

  • To recap Ancient Egyptian discoveries

Week 1

Outcome

  • To explain how the Islamic Empire influenced Europe

 

Revision

  • To argue the impact of Ancient Egyptians on life today

Week 2

Outcome

  • To examine the reasons for the decline of the Islamic empire and compare to the fall of the Romans

 

Revision

  • To judge why Ancient Egypt ended

Week 3

Outcome

  • If you had to choose 6 objects that best exemplify the topic, what would they be

 

Revision

  • Same question, Egyptian topic

Week 4

Outcome

  • Essay: What was the legacy of the Golden Age of Islam?

 

Revision

  • To demonstrate the impact of Ancient Greek scientific discoveries on the modern world

Week 5

Outcome

  • Essay: What was the legacy of the Golden Age of Islam?

 

Revision

  • To argue the impact of Ancient Egyptians on life today

Week 6

Outcome

  • To assess my knowledge and understanding of the Golden Age of Islam

Anglo Saxons

Year 5 starts where the Romans left off with Anglo Saxons, where children are initially encouraged to consider more ‘why’ questions and other examples such as what continued and what stayed the same. Life of a woman and law and order are also looked at to allow children to draw more comparisons across topics with what they have previously studied.

 

Religion and culture are heavily addressed in this topic, as well as more in depth and involved usage of key historical ideas like ‘archaeology’, Leading them to draw conclusions and use relevant historical information when assessing trade in Anglo Saxon time as well as other factors like religious belief. Similarly to Year 4, the greatness of a figure such as Alfred is pulled into question, as well as more detailed evaluations of key sources of history such as the Anglo-Saxon chronicle.

The topic ends with an essay that pulls together their knowledge and skills into a piece that highlights their understanding (‘Is it fair to call it the dark ages?’). During this essay writing, children look back on the essay they did in year 3 (express whether humans were ‘simple hunter gatherers). This use of past lessons as revision at the beginning of each lesson has been carefully constructed to allow them to make connections themselves more organically.

Y5 – September—February

Anglo Saxons

Y5 – March—July

The Golden Age of Baghdad

Year 6

Week 1

Outcome

  • To place the WW2 in my wider knowledge of history

 

Revision

  • To review Stone to Iron Age and international periods

Week 2

Outcome

  • To identify the causes of WW2

 

Revision

  • To describe the Ancient Egyptian military

Week 3

Outcome

  • To judge whether Britain had to go to War in 1939

 

Revision

  • To explain why the Romans invaded Britain

Week 4

Outcome

  • To discuss why it was necessary for children to be evacuated from South Woodford

 

Revision

  • To judge the significance of Boudicca

Week 5

Valence House Trip

Week 6

Outcome

  • To compare the life for an evacuee to other children during WW2 and today

 

Revision

  • To describe what changed and what continued when the Romans left and the Anglo-Saxons arrived

Week 7

Outcome

  • To debate whether Dunkirk was a ‘miracle’

 

Revision

  • To debate the importance of technology in Roman Britain

Week 1

Outcome

  • To dramatize what happened in the Battle of Britain

 

Revision

  • How England became one kingdom

Week 2

Outcome

  • To assess my knowledge and understanding of WW2

Week 3

Outcome

  • To discuss what life was like on the home front in South Woodford Blitz

 

Revision

  • To compare Ancient Baghdad to London

Week 4

Outcome

  • To judge how the Second World War changed the role of women in Britain

 

Revision

  • To appraise what life was like for women in Ancient Greece

Week 5

Outcome

  • To examine the role of propaganda up to and during the war

 

Revision

  • To evaluate the Anglo-Saxon Chronicle

Week 6

Outcome

  • Case study:  figure of local history (Winston Churchill), and his impact on outcome of WW2

 

Revision

  • To discuss whether Alexander deserved to be called ‘Great’

Week 7

Outcome

  • To assess my knowledge and understanding of WW2 on the home front

Week 1

Outcome

  • To compare historical figures of Churchill and Hitler

 

Revision

  • To examine the life of Alfred the Great

Week 2

Outcome

  • Essay: Who was a more effective leader, Churchill or Hitler?

 

Revision

  • To assess the invasion of Britain by Julius Caesar

Week 3

Outcome

  • Essay: Who was a more effective leader, Churchill or Hitler?

Week 4

Outcome

  • Recap knowledge of Anglo-Saxons Knowledge organiser

Week 5

Outcome

  • To produce an accurate historical timeline to scale, for previously studied areas of British history
  • Extension: add a European, then a global timeline to run alongside it

 

Revision

  • Stone to Iron, Egyptians, Greeks, Romans, Anglo Saxons, Baghdad

Week 6

Outcome

  • To distinguish who the Vikings were and question why they started coming to England

 

Revision

  • To analyse why the Anglo-Saxons came to Britain

Week 1

Outcome

  • To compare the Viking invasion with the roman and Anglo-Saxon

 

Revision

  • To analyse the Beaker people

Week 2

Outcome

  • To create a Viking in Britain timeline up to the capture of York

 

Revision

  • To discuss the importance of Anglo Saxon Chronicle

Week 3

Outcome

  • Case study: Yorvik

 

Revision

  • To evaluate the significance of Bede

Week 4

Outcome

  • To compare the importance of trade in Viking culture to the Romans and the Greeks

 

Revision

  • To explain the influence of the Islamic Empire on Europe

Week 5

Outcome

  • To assess my knowledge and understanding of the Vikings

Week 1

Outcome

  • To appraise the reign of Alfred the Great

 

Revision

  • To analyse the life and achievements of Alexander the Great

Week 2

Outcome

  • To investigate the security of Britain between the Danelaw and Cnut’s reign

 

Revision

  • To explain why it was necessary for children to be evacuated

Week 3

Outcome

  • To explain what was the significance and impact of the reign of Athelred the Unready

 

Revision

  • To discuss the importance of Boudicca

Week 4

Outcome

  • To explain what was the significance and impact of the reign of Cnut

 

Revision

  • To compare the achievements of Caesar and Claudius

Week 5

SATs Week

Week 6

Outcome

  • To create a timeline of key events from Lindisfarne to Cnut

 

Revision

  • To review the timeline

Week 1

Outcome

  • To judge the significance of the last Viking invasion of ‘England’

 

Revision

  • To discuss the fall of Islamic empire

Week 2

Outcome

  • To assess knowledge and understanding of Viking Britain

Week 3

Rhos y Gwaliau

Week 4

Outcome

  • Essay: What was the impact of the Vikings on the formation of the Kingdom of England?

 

Revision

  • To analyse the significance of Churchill

Week 5

Outcome

  • Essay: What was the impact of the Vikings on the formation of the Kingdom of England?

 

Revision

  • To compare the impact of Ancient Greeks, Romans, Egyptians and Baghdad

Week 6

Outcome

  • To compare how life was different in Britain in 1066 compared to life in Roman times

 

Revision

  • To discuss life in Stone age

World War II

Year 6 starts with an investigation into WW2. Being a London Borough school with a special connection to Winston Churchill (being a Woodford and Wanstead MP), it is useful to capitalise on this perspective by making a significant focus of the topic about South Woodford and the wider London area’s response to the war. Having this close relationship allows children to become more fully invested in our study.

 

By looking at topics like evacuation and the blitz in the local area, pupils are encouraged to empathize with their counterparts during the war – producing more considered and thoughtful pieces.

 

In terms of the broader scope of the topic, we start (as with every history topic) a look at timelines to ensure that childrens’ chronological understanding is suitably firm before moving onto more complex issues around cause and consequence of keys events like WW1, the Treaty of Versailles, Great Depression etc. This exposes children to a broad range of vocabulary and ideas that they will have come across before but forces them to exercise them in completely different circumstances. For example, a consideration of how the idea of an ‘empire’ changes or stays the same, as well as the similarities between reasons for war and its likely consequences, in addition to tier 2/3 words such as ‘treaty’.

 

Accumulation of knowledge is developed alongside ample opportunities to practise historical skills learnt throughout the school, for example evaluating whether the evacuation of Dunkirk was a miracle, to assessing the impact of Churchill on the outcome of the war as well as comparing the leadership styles of Hitler and Churchill.

Vikings

The second part of the year 6 is a study of the Vikings – more specifically their role in the struggle for the Kingdom of England in the last few centuries of the first millennium, culminating in the last Viking invasion of 1066.

 

The topic begins again with a recap of timelines and chronology, with the pupils being asked to consider global, European and national differences, before a recap in basic Anglo Saxon knowledge.

 

We revisit ideas like archaeology and again get pupils to practise their historical skills of comparison and reasoning by considering ideas like why the Vikings invaded, as well as why they are portrayed in a certain way, in addition to a revision of how to use historical sources correctly.

 

The topic follows a broadly chronological structure, analysing and appraising key events like the attack on Lindisfarne, the invasion of the ‘Great Heathen Army’ and the creation of the Danelaw. This is especially useful as a this point in the topic, pupils naturally make comparisons between key historical figures in British history like Alfred the Great and Churchill, as well as Cnut and Ethelred the Unready. Furthermore, when looking at Ethelred and his policies for placating the Viking attacks, children are encourage to see the similarities between him and Neville Chamberlain and the effectiveness of appeasement.

 

Through out he topic, the learning objectives gradually become more and more considered and appraising, moving beyond the acquisition of knowledge to its active deployment. The topic ends with an evaluation of the impact the Vikings had on the formation of the ‘Kingdom of England’, which will draw upon the wealth of historical knowledge and skills the pupils have been building up since Year 3.

History of Medicine

In Year 6 we finish the year by looking at the history of medicine in Britain. This topic extends pupil’s chronological knowledge beyond 1066 in addition to providing Year 6 with a much more detailed backdrop to what is happening in the world around us. History is always a good subject to provide pupils with ‘cultural capital’ and this topic seeks to do just that.

 

Medicine, its history and the wide ranging impact this has had on our civilisation are key elements that equip the pupils with a keener understanding of what holds together and guides human development. This allows pupils to draw their own conclusions about the nature of our society, as well as giving pupils a more specific and detailed look at how ideas and practices come into being – an understanding that can be then be adapted to an infinite number of topics. Whilst this thematic approach to British history will be challenging, it has never been more appropriate.

 

We start by considering what is meant by ‘medicine’, before applying this chronologically – looking at the medieval period followed by the Victorian age. Familiar terms such as ‘cause’ and ‘consequence’ are used when evaluating the Black Death as well as reasoning behind why Victorians held certain beliefs about medicine.

 

As with the other Year 6 topics, an appraisal of key figures and their ‘impact’ forms a central part of our study, before comparing the importance of different discoveries and time periods. These learning objectives give pupils a further chance to put into practice their reasoning and analytical skills, before culminating in a pupil-led comparison of pandemics from the last 1000 years.

Y6 – September—January

WWII

Y6 – January to May

Viking Britain

Y6 – May to July

History of Medicine