History

What History looks like in the Early Years:

In the Early Years children learn about what happened yesterday and what happened a long time ago. They learn about the lives of others and are curious about them. They can remember some key events and are beginning to learn about stories from the past. 

What History looks like in KS1

In Key Stage 1 children are expected to learn 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 for example, the first aeroplane flight or events commemorated through festivals or anniversaries
• The lives of significant individuals in the past who have contributed to national and international achievements
• Begin to compare aspects of life in different periods 
• Learn about significant historical events, people and places in their own locality.

What History looks like in KS2

In Key Stage 2 children are expected 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.

Pupils should be taught about: 

•  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 

Victorians

Our year 5/6 children thoroughly enjoyed learning about the Victorians.  We were able to link this to our local history by learning about the Featherstone Massacre.  We visited Featherstone cemetery and used the information we found there to make links to our maths work in statistics.

What pupils say about History at our school:

"History is fun and makes you want to experience life in the past" Poppy

As part of our time week we linked History to Maths, many children chose to dress up as someone from the past.  Can you place these outfits on a timeline? 

History

What History looks like in the Early Years:

In the Early Years children learn about what happened yesterday and what happened a long time ago. They learn about the lives of others and are curious about them. They can remember some key events and are beginning to learn about stories from the past. 

What History looks like in KS1

In Key Stage 1 children are expected to learn 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 for example, the first aeroplane flight or events commemorated through festivals or anniversaries
• The lives of significant individuals in the past who have contributed to national and international achievements
• Begin to compare aspects of life in different periods 
• Learn about significant historical events, people and places in their own locality.

What History looks like in KS2

In Key Stage 2 children are expected 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.

Pupils should be taught about: 

•  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 

Victorians

Our year 5/6 children thoroughly enjoyed learning about the Victorians.  We were able to link this to our local history by learning about the Featherstone Massacre.  We visited Featherstone cemetery and used the information we found there to make links to our maths work in statistics.

What pupils say about History at our school:

"History is fun and makes you want to experience life in the past" Poppy

As part of our time week we linked History to Maths, many children chose to dress up as someone from the past.  Can you place these outfits on a timeline? 

History

What History looks like in the Early Years:

In the Early Years children learn about what happened yesterday and what happened a long time ago. They learn about the lives of others and are curious about them. They can remember some key events and are beginning to learn about stories from the past. 

What History looks like in KS1

In Key Stage 1 children are expected to learn 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 for example, the first aeroplane flight or events commemorated through festivals or anniversaries
• The lives of significant individuals in the past who have contributed to national and international achievements
• Begin to compare aspects of life in different periods 
• Learn about significant historical events, people and places in their own locality.

What History looks like in KS2

In Key Stage 2 children are expected 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.

Pupils should be taught about: 

•  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 

Victorians

Our year 5/6 children thoroughly enjoyed learning about the Victorians.  We were able to link this to our local history by learning about the Featherstone Massacre.  We visited Featherstone cemetery and used the information we found there to make links to our maths work in statistics.

What pupils say about History at our school:

"History is fun and makes you want to experience life in the past" Poppy

As part of our time week we linked History to Maths, many children chose to dress up as someone from the past.  Can you place these outfits on a timeline? 

History

What History looks like in the Early Years:

In the Early Years children learn about what happened yesterday and what happened a long time ago. They learn about the lives of others and are curious about them. They can remember some key events and are beginning to learn about stories from the past. 

What History looks like in KS1

In Key Stage 1 children are expected to learn 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 for example, the first aeroplane flight or events commemorated through festivals or anniversaries
• The lives of significant individuals in the past who have contributed to national and international achievements
• Begin to compare aspects of life in different periods 
• Learn about significant historical events, people and places in their own locality.

What History looks like in KS2

In Key Stage 2 children are expected 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.

Pupils should be taught about: 

•  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 

Victorians

Our year 5/6 children thoroughly enjoyed learning about the Victorians.  We were able to link this to our local history by learning about the Featherstone Massacre.  We visited Featherstone cemetery and used the information we found there to make links to our maths work in statistics.

What pupils say about History at our school:

"History is fun and makes you want to experience life in the past" Poppy

As part of our time week we linked History to Maths, many children chose to dress up as someone from the past.  Can you place these outfits on a timeline? 

History

What History looks like in the Early Years:

In the Early Years children learn about what happened yesterday and what happened a long time ago. They learn about the lives of others and are curious about them. They can remember some key events and are beginning to learn about stories from the past. 

What History looks like in KS1

In Key Stage 1 children are expected to learn 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 for example, the first aeroplane flight or events commemorated through festivals or anniversaries
• The lives of significant individuals in the past who have contributed to national and international achievements
• Begin to compare aspects of life in different periods 
• Learn about significant historical events, people and places in their own locality.

What History looks like in KS2

In Key Stage 2 children are expected 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.

Pupils should be taught about: 

•  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 

Victorians

Our year 5/6 children thoroughly enjoyed learning about the Victorians.  We were able to link this to our local history by learning about the Featherstone Massacre.  We visited Featherstone cemetery and used the information we found there to make links to our maths work in statistics.

What pupils say about History at our school:

"History is fun and makes you want to experience life in the past" Poppy

As part of our time week we linked History to Maths, many children chose to dress up as someone from the past.  Can you place these outfits on a timeline?