Rift House Primary School
History
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.History helps pupils 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 the challenges of their time.
Aims
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.
EYFS
Developing a strong grounding in the key skills of history is essential so that all children develop the necessary building blocks to excel in history. Children should be able to develop chronological understanding, use historical skill to investigate and question, develop knowledge of how we find out about the past and develop knowledge and understanding of events, people and changes in the past. . By providing frequent and varied opportunities to build and apply these skills- children will develop a secure base of knowledge and vocabulary from which mastery of history is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their positive attitudes and interests.
KS1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
KS2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources
Curriculum Summary
In the Early Years starting from our 2 year old provision through to reception,staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statutory framework for the EYFS is met. Reception children are assessed against the appropriate early learning goals for History to contribute them to reaching a good level of development. .
Y1 – 6 make use of the curriculum documents and progression of skills document as a basis for teaching and as a main resource, as it carefully sequences knowledge, concepts and procedures to build History knowledge and skills.
Walk Around School
Our History displays highlight the childrens amazing work and the vocabulary is used to enhance our understanding of the history topics.
In Nursery, children celebrated Barnaby bears birthday and then talked about theri own birthdays.
In Year 1, playing playground games from the past and what it was like to be in school during Victorian times.
Year 2 really enjoyed their topic women that have played a significant role in shaping gender equality and what makes them so special.
In Year 3, we had the opportunity to have a visitor come into our school to learn all about the Romans.
In Year 4 , the children really enjoyed their topic Britain's settlement by the Anglo-Saxons and Scots.
In Year 5, we enjoyed finding out about Viking life.
Year 6 enjoyed their educational visit to York. They experienced York dungeons and found out all about Anglo-Saxon and Viking Britain.
Year 6 got the opportunity to visit the Heugh battery in Hartlepool as part of their topic World Wars.
Rift House Primary School
History
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.History helps pupils 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 the challenges of their time.
Aims
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.
EYFS
Developing a strong grounding in the key skills of history is essential so that all children develop the necessary building blocks to excel in history. Children should be able to develop chronological understanding, use historical skill to investigate and question, develop knowledge of how we find out about the past and develop knowledge and understanding of events, people and changes in the past. . By providing frequent and varied opportunities to build and apply these skills- children will develop a secure base of knowledge and vocabulary from which mastery of history is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their positive attitudes and interests.
KS1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
KS2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources
Curriculum Summary
In the Early Years starting from our 2 year old provision through to reception,staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statutory framework for the EYFS is met. Reception children are assessed against the appropriate early learning goals for History to contribute them to reaching a good level of development. .
Y1 – 6 make use of the curriculum documents and progression of skills document as a basis for teaching and as a main resource, as it carefully sequences knowledge, concepts and procedures to build History knowledge and skills.
Walk Around School
Our History displays highlight the childrens amazing work and the vocabulary is used to enhance our understanding of the history topics.
In Nursery, children celebrated Barnaby bears birthday and then talked about theri own birthdays.
In Year 1, playing playground games from the past and what it was like to be in school during Victorian times.
Year 2 really enjoyed their topic women that have played a significant role in shaping gender equality and what makes them so special.
In Year 3, we had the opportunity to have a visitor come into our school to learn all about the Romans.
In Year 4 , the children really enjoyed their topic Britain's settlement by the Anglo-Saxons and Scots.
In Year 5, we enjoyed finding out about Viking life.
Year 6 enjoyed their educational visit to York. They experienced York dungeons and found out all about Anglo-Saxon and Viking Britain.
Year 6 got the opportunity to visit the Heugh battery in Hartlepool as part of their topic World Wars.
Rift House Primary School
History
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.History helps pupils 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 the challenges of their time.
Aims
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.
EYFS
Developing a strong grounding in the key skills of history is essential so that all children develop the necessary building blocks to excel in history. Children should be able to develop chronological understanding, use historical skill to investigate and question, develop knowledge of how we find out about the past and develop knowledge and understanding of events, people and changes in the past. . By providing frequent and varied opportunities to build and apply these skills- children will develop a secure base of knowledge and vocabulary from which mastery of history is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their positive attitudes and interests.
KS1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
KS2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources
Curriculum Summary
In the Early Years starting from our 2 year old provision through to reception,staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statutory framework for the EYFS is met. Reception children are assessed against the appropriate early learning goals for History to contribute them to reaching a good level of development. .
Y1 – 6 make use of the curriculum documents and progression of skills document as a basis for teaching and as a main resource, as it carefully sequences knowledge, concepts and procedures to build History knowledge and skills.
Walk Around School
Our History displays highlight the childrens amazing work and the vocabulary is used to enhance our understanding of the history topics.
In Nursery, children celebrated Barnaby bears birthday and then talked about theri own birthdays.
In Year 1, playing playground games from the past and what it was like to be in school during Victorian times.
Year 2 really enjoyed their topic women that have played a significant role in shaping gender equality and what makes them so special.
In Year 3, we had the opportunity to have a visitor come into our school to learn all about the Romans.
In Year 4 , the children really enjoyed their topic Britain's settlement by the Anglo-Saxons and Scots.
In Year 5, we enjoyed finding out about Viking life.
Year 6 enjoyed their educational visit to York. They experienced York dungeons and found out all about Anglo-Saxon and Viking Britain.
Year 6 got the opportunity to visit the Heugh battery in Hartlepool as part of their topic World Wars.
Rift House Primary School
History
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.History helps pupils 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 the challenges of their time.
Aims
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.
EYFS
Developing a strong grounding in the key skills of history is essential so that all children develop the necessary building blocks to excel in history. Children should be able to develop chronological understanding, use historical skill to investigate and question, develop knowledge of how we find out about the past and develop knowledge and understanding of events, people and changes in the past. . By providing frequent and varied opportunities to build and apply these skills- children will develop a secure base of knowledge and vocabulary from which mastery of history is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their positive attitudes and interests.
KS1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
KS2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources
Curriculum Summary
In the Early Years starting from our 2 year old provision through to reception,staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statutory framework for the EYFS is met. Reception children are assessed against the appropriate early learning goals for History to contribute them to reaching a good level of development. .
Y1 – 6 make use of the curriculum documents and progression of skills document as a basis for teaching and as a main resource, as it carefully sequences knowledge, concepts and procedures to build History knowledge and skills.
Walk Around School
Our History displays highlight the childrens amazing work and the vocabulary is used to enhance our understanding of the history topics.
In Nursery, children celebrated Barnaby bears birthday and then talked about theri own birthdays.
In Year 1, playing playground games from the past and what it was like to be in school during Victorian times.
Year 2 really enjoyed their topic women that have played a significant role in shaping gender equality and what makes them so special.
In Year 3, we had the opportunity to have a visitor come into our school to learn all about the Romans.
In Year 4 , the children really enjoyed their topic Britain's settlement by the Anglo-Saxons and Scots.
In Year 5, we enjoyed finding out about Viking life.
Year 6 enjoyed their educational visit to York. They experienced York dungeons and found out all about Anglo-Saxon and Viking Britain.
Year 6 got the opportunity to visit the Heugh battery in Hartlepool as part of their topic World Wars.