History

History Intent

‘The curriculum is the means by which we ensure that all our children get their fair share of the rich cultural inheritance our world affords. A good curriculum empowers children with the knowledge they are entitled to: knowledge that will nourish both them and the society of which they are members’ – Clare Sealy

At Hapton School we will ensure that our curriculum in History meets the needs of our children and gives them the gift of historical knowledge, skills, attitudes and aspirations that they can take with them through life.

We provide our children with irresistible learning experiences that allows them to see the awe and wonder in the world and to appreciate life in all its fullness. Our school values will permeate our teaching and learning in History. This will equip our children to achieve, be confident and successful, allowing them to grow into the best young person he or she is capable of becoming.

It is through the teaching and learning, opportunities and experiences in History, that we will fulfil our mission statement to provide a vibrant, caring, Christian environment with a happy, friendly and calm atmosphere in which children and staff can live and work together. We will always aim for standards of excellence in teaching, learning and caring for each other. When learning about different historical periods, cultures and individuals, we want our school to be an extension of good family life and within our 'school family', each unique individual to be respected and valued.

To meet the aims and requirements of the Early Years Statutory Framework and the Programmes of Study in the National Curriculum as outlined here

Early Years Foundation Stage

Understanding the World, People and Communities: 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. 

The national curriculum for History aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

KS1 pupils should be taught about:

  • 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
  • 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
  • significant historical events, people and places in their own locality.

KS2 pupils should be taught:

  • 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
  • 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: Ancient Sumer; 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.

Implementation

We use our recently developed, clear, structured and personalised curriculum to ensure we meet the breadth and ambition of the National Curriculum and which also inspires and  equips our children in historical knowledge and skills. Our curriculum has been developed to meet the specific needs of our children at Hapton School. We will explore how community visits can be used to enrich the curriculum and as a staff, we develop our own knowledge and skills through whole school training and other means of CPD so that we are confident in knowing that we are delivering high quality teaching and learning in History

Impact

A love and passion for the subject of History will be evident in our school by adults and children alike. History is delivered through a clear, structured and coherent curriculum which continues to meet the requirements of the EYFS and NC but is also developed to fulfil the needs of our children at Hapton School. The teaching of History in our school will inspire and provide the children with knowledge, understanding behaviours and skills that stick with them, that they can take with them throughout their lives and will enable them to be confident, educated and successful adult citizens of the future.

The rolling programme is as follows:

A

AUTUMN 1

AUTUMN 2

SPRING 1

SPRING 2

SUMMER 1

SUMMER 2

EYFS

          Daily   Routines/ Past        Experiences

Sequencing stories First, next then...

         Old & New Teddy Bears                     

Castles & Dragons 

               Seasons /clothes

What food do we eat?  What did food did our parents eat

                

Transport we use today. How people travelled in the past

Dinosaurs 

Fossils and Mary Anning

    2

 

Events beyond living memory- Great Fire of London

 

How have Toys Changed?

 

 

History of Nursing 

3

Tudors & Stuarts 

 

Britain's settlement 

by Anglo - Saxons and Scots

  Ancient Egypt  

4

World War  II

                    Ancient Greece 

 

Early Islamic civilization- Baghdad AD900

 

 

 

B

AUTUMN                                 1

AUTUMN 2

SPRING 1

SPRING 2

SUMMER 1

             SUMMER 2

EYFS

Daily Routines 

Past experiences

Sequencing Stories -First, next, then ...

Old & New Teddy Bears

Castles & Dragons

Seasons / Clothes

What food do we eat? What food did our parents eat?

     Transport we use today. How people travelled in the past

          Dinosaurs 

         Fossils Mary Anning 

2

 

How was Hapton School different in the past?

Significant People Neil Armstrong & Christopher Columbus

 

 

The seaside - Then and Now

3

 

Prehistoric Britain 

 

History of Hapton 

 

Roman Britain

 

4

 

Vikings/ Normans 

Vikings / Normans 

 

 

                        Local History Study of Blackpool 

                           The Victorians 

Hapton C of E/Methodist Primary School Manchester Road, Hapton, Burnley, BB12 5RF
Amourelle Leyland | Headteacher
01282771657
Lindsay Wheeler | bursar@hapton.lancs.sch.uk
Elizabeth Stockburn | senco@hapton.lancs.sch.uk
TOP