Why do we learn history?
At Ayrton we believe a successful primary historian:
- has high expectations of themselves and demonstrates our values at all times
- has a clear chronological understanding of the past and how it has shaped the world today
- analyses sources critically and can apply the skill of critique and evaluation to a wide range of subjects
- makes links between historical events and times
- is exposed to a wide range of societies, cultures, and beliefs throughout history
- understands how equality and diversity has shaped the world we live in
- can form opinions and beliefs based on the past. Understand the consequences of events that have happened
- can explain and identify key social, technological, political and religious changes throughout history.
Our approach
Implementation
Medium term plans are produced with the ‘Key knowledge’ that children need to learn, alongside recapping prior and teaching historical skills. Our history curriculum:
- Is shaped around a series of key questions which drive the knowledge for each unit of study
- contains nonfiction reading sessions to front load knowledge
- builds on prior learning through making explicit reference to key knowledge and how it links to the new learning
- ensures that source analysis is regularly built in
- assesses key questions fortnightly to check that knowledge has been retained
- uses ‘Do Now’s to recap prior knowledge and address misconceptions
- uses our digital Seesaw platform to pre teach key content to our children
- each year group is given an exemplar for children to see a WAGOL of what a historian looks like
Impact
The impact of our curriculum is measured in terms of the extent to which pupils have developed new knowledge, understanding and historical skills that they can use and recall with frequency. These are measured by:
- responses to questioning, ‘Do Nows and pupil discussion
- bespoke pupil quizzes to check retention of knowledge and understanding
- application of learning in independent learning tasks
- judgements that are made against our exemplars to check if the children have achieved at age-related expectation
Enrichment
In addition to the history curriculum, enrichment is offered through:
- half termly trips for every year group
- visitors in school or virtually every half term for all year groups to talk about future career opportunities and enhance learning
- workshops
- immersive days such as dress up days
Curriculum Overview
Reception
Autumn | |
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Understanding the world past and present Comment on images of familiar situations in the past. |
Spring | |
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Understanding the World - People, Culture and Communities Show interest in different occupations. |
Summer | |
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Understanding the World - People, Culture and Communities Show interest in different occupations. |
Year 1
Autumn | |
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Toys throughout time Changes within living memory |
Spring | |
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Knights and their castles & Dinosaurs Significant historical events, people, and places in their own locality Events beyond living memory |
Summer | |
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People who change the World The lives of significant individuals in the past who have contributed to national and international achievement |
Year 2
Autumn | |
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Great Fire of London and Guy Fawkes Events beyond living memory |
Spring | |
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Around the World in 80 days The lives of significant individuals in the past who have contributed to national and international achievement |
Summer | |
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On the Ocean Wave Significant historical events, people, and places in their own locality |
Year 3
Autumn | |
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Stone, Iron and Bronze Ages Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. |
Spring | |
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Greeks Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. Address and devise historically valid questions about change, cause, similarities and differences and identify their significance. |
Summer | |
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Egyptians Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. Address and devise historically valid questions about change, cause, similarities and differences and identify their significance. |
Year 4
Autumn | |
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Mayans Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. |
Spring | |
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Roman Empire in Britain Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. Construct informed responses that involve thoughtful selection and organisation of relevant historical information. |
Summer | |
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Anglo Saxons and Scots to Vikings Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. |
Year 5
Autumn | |
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Tudor England Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. Address and devise historically valid questions about change, cause, similarities and differences and identify their significance. |
Spring | |
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Victorians Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. Construct informed responses that involve thoughtful selection and organisation of relevant historical information. |
Summer | |
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World War One Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Understand how our knowledge of the past is constructed from a range of sources. Construct informed responses that involve thoughtful selection and organisation of relevant historical information. |
Year 6
Autumn | |
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World War Two Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Address and devise historically valid questions about change, cause, similarities and differences and identify their significance. Understand how our knowledge of the past is constructed from a range of sources. Construct informed responses that involve thoughtful selection and organisation of relevant historical information. |
Spring | |
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Equality and Diversity in Modern Britain Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Address and devise historically valid questions about change, cause, similarities and differences and identify their significance. |
Summer | |
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Equality and Diversity in Modern Britain Develop chronologically secure knowledge and understanding of British, local and World History. Establish clear narratives within and across the periods that children study. Note connections, contrasts and trends over time and develop the appropriate use of historical terms. Address and devise historically valid questions about change, cause, similarities and differences and identify their significance. |