Headteacher: Mrs Julie Goodwin | Contact Us | 01772 862664
Learning Together, Rooted in God.
Please scroll to bottom of the page for more details about what your child will be studying this term, as well as some examples of work.
Each year group will plan from the Lancashire Teaching Plans. They will cover all of the statutory requirements for that Key Stage from the National Curriculum.
At Barton St Lawrence, we believe that 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 is important that pupils at Barton St Lawrence understand why we teach History and why it is important. This is made clear in our planning and discussions with the children about how History has changed the world and what we have learnt from it. History is taught in a sensitive way, so children can understand that viewpoints may change. We ensure children build on their chronological knowledge by using a portable timeline to add events to existing knowledge at the same time developing their Historical vocabulary.
History is taught
creatively, which means that the subject is treated first and foremost as an
active process of enquiry. The children develop confidence in understanding the
evidence presented to them and develop their skills in articulating their
opinion.
The History Curriculum
History Programmes of Study: Key Stages 1 and 2.
National Curriculum in England.
Purpose of study
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:
Attainment Targets
By the end of each key stage,
pupils are expected to know, apply and understand the matters, skills and
processes specified in the relevant programme of study.
Subject content – Key Stage 1
Key stage 1 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.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
Subject content - Key Stage 2
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. In planning to ensure the progression
described above through teaching the British, local and world history outlined
below, 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.
Pupils should be taught about:
Changes in Britain from the Stone Age to the Iron Age
Examples (non-statutory) could include:
The Roman Empire and its impact on Britain
Examples (non-statutory) could include:
Britain’s
settlement by Anglo-Saxons and Scots
Examples (non-statutory) could include:
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
Examples (non-statutory) could
include:
A local history study
Examples
(non-statutory)
Examples (non-statutory)
The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
Ancient Greece – a study of Greek life and achievements and their influence on the western world
A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-13
QUANTUM THEATRE VISIT
YOUR COUNTRY NEEDS YOU
Your Country Needs You - The First World War. The play used original sources and material from the time and interweaved songs, poetry and prose to examine the effects of war on those directly involved. Moving, informative and sometimes even comic, Your Country Needs You delivered a wartime experience that gets to the heart of the day to day lives of those involved. The play provided a 'hook' for our WW1 focus week later in the term.
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MARTIN LUTHER KING
"I Have a Dream" is a public speech delivered by American civil rights activist Martin Luther King, Jr. on August 28, 1963. During their Martin Luther King Topic, Elm Class created their own "I Have a Dream" speeches to reflect current issues in Africa.
Click HERE to go to read some.
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