St FrideswidePrimary School
History
The Frides Way
At St Frideswide we believe that history inspires children to ask questions and know more about Britains past and that of the wider world. We aim to support pupils to develop their concept of chronology so that they can make sense of the new knowledge they acquire. We know that at the beginning of this journey, pupils concept of the past is immediate and want them to understand the process of change over time to see how we arrived here, so that they can make sense of the present. We believe it is important that children understand that the past is gone and that history is constructed and can be contested through the study of a range of sources. This means we encourage pupils to construct arguments, justify their opinions and become analytical citizens who can question why humans behave in the way that they do and how society has developed.
Our topic based curriculum provides children with opportunities to build on what they already know and revisit previous topics in more detail. We interleave historical subjects across our Geography, Science and English curriculum, aiming that children leave St Frideswide with:
- A knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.
- The ability to think critically about history and communicate ideas.
- The ability to support, evaluate and challenge their own and others’ views using appropriate and accurate historical evidence derived from a range of sources.
- The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry.
- A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.
Threshold Concepts
- Investigate and interpret the past
This concept involves understanding that our understanding of the past comes from an interpretation of the available evidence.
- Build an overview of world history
This concept involves an appreciation of the characteristic features of the past and an understanding that life is different for different sections of society.
- Understand chronology
This concept involves an understanding of how to chart the passing of time and how some aspects of history studied were happening at similar times in different places.
- Communicate historically
This concept involves using historical vocabulary and techniques to convey information about the past.
Opportunities
| Key Stage 1 | Key Stage 2 |
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Look at: • The lives of significant individuals in Britain’s past who have contributed to our nation’s achievements. • Key events in the past that are significant nationally and globally, particularly those that coincide with festivals or other events that are commemorated throughout the year. • Significant historical events, people and places in their own locality.
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• 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. • A local history study. • A study of a theme in British history. • Early Civilizations achievements and an in-depth study of one of Ancient:
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Milestones
| Milestone 1 | Milestone 2 | Milestone 3 | |
| Investigate and interpret the past This concept involves understanding that our understanding of the past comes from an interpretation of the available evidence. |
• Observe or handle evidence to ask questions and find answers to questions about the past. • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past. • Identify some of the different ways the past has been represented. |
• Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. • Suggest causes and consequences of some of the main events and changes in history. |
• Use sources of evidence to deduce information about the past. • Select suitable sources of evidence, giving reasons for choices. • Use sources of information to form testable hypotheses about the past. • Seek out and analyse a wide range of evidence in order to justify claims about the past. • Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. • Understand that no single source of evidence gives the full answer to questions about the past. • Refine lines of enquiry as appropriate. |
| Build an overview of world history This concept involves an appreciation of the characteristic features of the past and an understanding that life is different for different sectio |
• Describe historical events. • Describe significant people from the past. • Recognise that there are reasons why people in the past acted as they did. |
• Describe changes that have happened in the locality of the school throughout history. • Give a broad overview of life in Britain from ancient until medieval times. • Compare some of the times studied with those of other areas of interest around the world. • Describe the social, ethnic, cultural or religious diversity of past society. • Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. |
• Identify continuity and change in the history of the locality of the school. • Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times. • Compare some of the times studied with those of the other areas of interest around the world. • Describe the social, ethnic, cultural or religious diversity of past society. • Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. |
| Understand chronology This concept involves an understanding of how to chart the passing of time and how some aspects of history studied were happening at similar times in differe |
• Place events and artefacts in order on a time line. • Label time lines with words or phrases such as: past, present, older and newer. • Recount changes that have occurred in their own lives. • Use dates where appropriate. |
• Place events, artefacts and historical figures on a time line using dates. • Understand the concept of change over time, representing this, along with evidence, on a time line. • Use dates and terms to describe events. |
• Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). • Identify periods of rapid change in history and contrast them with times of relatively little change. • Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. • Use dates and terms accurately in describing events. |
| Communicate historically This concept involves using historical vocabulary and techniques to convey information about the past. |
• Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time. • Show an understanding of the concept of nation and a nation’s history. • Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace. |
• Use appropriate historical vocabulary to communicate, including: • dates • time period • era • change • chronology. • Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past. |
• Use appropriate historical vocabulary to communicate, including: • dates • time period • era • chronology • continuity • change • century • decade • legacy. • Use literacy, numeracy and computing skills to a exceptional standard in order to communicate information about the past. • Use original ways to present information and ideas. |
