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Sporle Primary Academy

History

At the Nar Valley Federation in Reception and Year 1, History (Knowledge and Understanding of the World) is taught as part of half-termly integrated topics which may also include lessons covering science, geography and RE.

In Years 2/3 the children begin to transition from integrated topics to units of learning which develop historical knowledge, concepts and skills over a half-term.

In Years 4/5/6, the children study three units of history per year. Having mixed age classes and a three-year rolling programme means that developing a sense of chronology over KS2 is quite a challenge. For this reason, we have deliberately ordered our units to ensure that we develop the children's understanding chronology over the course of one year.  Therefore, in one year they learn about British History, in another year they focus upon World History while in the third, they study post 1066 historical units.

In all classes, we use an over-arching enquiry question to focus our learning in History.

The aims of teaching History are as follows:

  • To know and understand history as a chronological narrative.
  • To know and understand history of the wider world.
  • To understand historical terms such as ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • To understand historical concepts such as cause and consequence, similarity and      difference and the significance of these.
  • To understand methods of historical enquiry.
  • To gain historical perspective by placing knowledge into different contexts.

Below is what children are expected to know by the end of the academic year. Challenges for the year are in italics:

Year 1:

  • Can they ask and answer questions about old and new objects?
  • Can they see the difference between old and new?
  • Can they answer questions about an artefact provided?
  • Can they give an explanation about what an object is or may have been used for?
  • Can they carry out research about a specific subject?

Year 2:

  • Can they find out something about the past from an older person?
  • Can they answer a question by using a specific source?
  • Can they research the life of a famous person?
  • Can they research a famous British event?
  • Can they research the life of someone local to them?
  • Can they use two ways to find out about the past?
  • Can they explain why eye-witness accounts may vary?
  • Can they research a famous event that happened elsewhere in the world? 

Year 3:

  • Do they recognise the role of an archaeologist?
  • Can they use various sources to evidence answers to questions?
  • Can they research a specific event from the past?
  • Can they use their research skills to help them write about an event?
  • Can they compare different periods in time?
  • Can they use more than one source to reach a conclusion about an event?
  • Can they use search engines to find historical sources rapidly?

Year 4:

  • Can they research two versions of events and compare them?
  • Can they research what it was like in a given time period and present their findings?
  • Can they give more than one reason to support an historical argument?
  • Can they communicate knowledge and understanding while giving their point of view?
  • Can they use multi-media skills to present their findings?

Year 5:

  • Can they test out a hypothesis in order to answer a question?
  • Do they appreciate how historical artefacts have helped us understand lives in the past?
  • Can they research the life of one person who has had an influence on the way Great Britain is divided into four separate countries?

Year 6:

  • Can they look at viewpoints from an author and see how they may be trying to persuade?
  • Can they identify and explain propaganda?
  • Can they describe a key event from Britain's past using a range of evidence from different sources?
  • Can they suggest why there may be different interpretations of events?
  • Can they suggest why some events in history may be more significant than others?
  • Can they pose and answer their own historical questions?