HISTORY 2014

Where we are now

• History, Geography, Science and Art are all mapped out on one document noting content and objectives to be covered • The History Curriculum has been much discussed and there some issues to be addressed: • Much remains the same in terms of purpose and aims, the big changes are in the breadth of study and more specifically in KS2 • The new programme of study is rather wordy and not set out quite as helpfully as the old curriculum- see sheet with direct comparison as a guide • Level descriptors are no longer valid

KS1 at a glance

• 1.changes within living memory • 2. events beyond living memory that are significant nationally or globally • • 3. the lives of significant individuals in the past who have contributed to national and international achievements 4. significant historical events, people and places in their own locality.

Key Stage One

• Purpose and aims remain much the same • The expectation is that children reach the old level 3 by the end of KS1 • When studying significant individuals there is an emphasis on the comparison of aspects of life in different periods and a slight shift towards looking at events and individuals who have had an influence on national life • There is also an increased emphasis on the use of stories and narrative • Chronology is absolutely key-the units do not have to be taught in chronological order but we must address chronology on a regular basis

KS2 at a glance

• • • • • • • • • 1. changes in Britain from the Stone Age to the Iron Age 2. the Roman Empire and its impact on Britain 3. Britain’s settlement by Anglo-Saxons and Scots 4. the viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor 5. a local history study 6. a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 7. the achievements of the earliest civilisations – an overview of where and when the first civilisations appeared and a depth study of one of four named civilisations 8. Ancient Greece – a study of Greek life and achievements and their influence on the western world 9. a non-European society that provides contrasts with British history – one study chosen from a list of three named societies.

Key Stage Two

• • • • • • • Purpose and aims remain much the same The expectation is that children reach the old level 5 by the end of KS2 there are elements of level 4 and 5 in the preamble There is the matter of overview and depth studies “In planning teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content” children need to be able to make connections between different time periods and to develop a working understanding of how the past is pieced together. They also need to study the richer details such as key figures or events Depth studies are naturally connected to overviews but they are one aspect of a period that you explore in more detail. You need to try to provide an opportunity to explore in depth questions on a topic. This could be built around a visit or a significant person. An in depth study of Boudicca might be part of the broader study of the Romans.

Chronology again, is absolutely key

Key Stage Two Content

• • • • • • • • There are 9 units The core content is British History from earliest times to 1066 All but one aspect falls before 1066 What Stays Local history study of Brighton Romans -with a focus on their impact on Britain Ancient Greece Egypt The old World Study and European studies have been reworked into The Non European Study and ‘Achievements of the Earliest Civilizations’- this allows us to keep Egypt- hidden in this is the requirement that an overview of where and when the first civilisations appeared is taught before launching in to Egypt in more detail • • What’s new Stone age to Iron age Anglo Saxons • • Vikings A non European study Early Islam, c. AD 900 Mayan civilization c. AD 900 • Benin c AD 900-1300 A study of an aspect or theme in British history that extends chronological knowledge beyond 1066 • • • What goes Tudors Preston Manor Victorians and Britain since the 1930s

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Local study of Brighton

• The development of Brighton from a fishing town to city it is today

Year 3

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The achievemnts of the earliest civilisations- an overview of where and when the first appeared and a depth study of Ancient Egypt

• Has already been taught in school so resources may need a slight tweak in terms of pitch

Year 4

• • • • •

Changes in Britain from the Stone Age to the Iron Age

This is an excellent opportunity to experiment with using artefacts and the skill of interpreting evidence There are artefacts available and local sites to visit Information pack has been prepared for teachers and schemes of work are being developed Year 4 will continue with Egypt for next year to avoid repetition and then move on to Romans

Year 5

• • • • •

The settlement of Anglo Saxons and Scots, and the Viking and Anglo Saxon Struggle for the Kingdom of England

This a combination of two units This a valuable opportunity to challenge stereotypes in history and to think about immigration, migration and integration There is a wealth of myths, legends, poems, paintings and stories to explore and perhaps use to create cross curricular links. This also offers children the opportunity to question what makes a source reliable Sussex and Brighton has a rich Anglo Saxon history and local sites (most notably churches) and local societies we can work with to provide enrichment opportunities A scheme of work is being developed • Ancient Greece remains the same plus a cross curricular project in the Summer

Year 6

• • • •

A non-European society

Early Islam, c. AD 900 Mayan civilization c. AD 900 Benin c AD 900-1300 • • • Teachers have the freedom to choose from one of these 10 th century civilisations This is an excellent opportunity to encourage children to make connections back to Britain at the same point in time and compare the two in terms of technology, religion, society, culture where would the children have preferred to live and why?

There is a wealth of information and artefacts available and currently being developed

Year 6

A study of an aspect or theme in British history that extends chronological knowledge beyond 1066

• • • Again this can be flexible depending on the interest of teachers and resources available We propose the theme of ‘Children through Time’ as it allows us to keep elements of Victorian Britain and Britain since 1930 Having previously explored the lives of children in other periods of time this will give children an excellent overview and sense of change through history

Progression in History

• Level descriptors are no longer valid • We need to ensure progression of historical thinking and skills is still planned for and children aren’t repeating the same skills each year without upping the demand • See sheet that provides an overview of progress across the 3 key stages as a starting point

What does this mean for our practice?

• • • • • We need to hold on to our vision for History The content may change but good practice remains the same Outstanding history comes when : It is taught as a discrete subject- children should know that they are ‘doing’ history and the skills they will need to use Teachers focus on well structured enquiry, embracing independent thinking and learning Teaching develops pupil’s historical knowledge and historical thinking. Children have the opportunity to investigate, consider, reflect and review events of the past.

Teachers make links between the historical topics/periods previously studied by children

What next?

• Support materials to be given to teachers and put on system • Liaise with year groups when ordering museum loans for Autumn Term • Continue to develop resource collection and schemes of work • All class teachers to ensure they have a timeline up and new additions to curriculum are added if not already present • Address the importance of chronology • As a starting point I suggest each class has a ‘time box’ an interactive resource that can be pulled out in terms where we don’t study history as well as when we begin a new topic- more guidance to come