Our History Curriculum
As Historians, children at Pimperne Primary are inspired to learn more about the past and understand how civilizations across the world have developed over time. Through carefully planned units, children have the opportunity to investigate, interpret and be curious about the past. Children also develop an understanding of chronology and are able to contextualize history through three vertical concepts that run through the core of our planning. These concepts are:
- Significance
- Rule
- Invasion and settlement
- Culture and beliefs
- Legacy
Through the study of History, children are provided with the opportunity to reflect on the impact of historical events and the actions of significant individuals. They then consider how these have shaped the world that we live in today. Furthermore, they are empowered to consider both positive and negative experiences of many other civilizations across the world, including those of ethnic minorities. Our children are encouraged to challenge ideas of the past and ask historically curious questions.
IMPLEMENTATION
Our History curriculum draws upon two main sources of knowledge:
- Substantive Knowledge - This is the subject knowledge and explicit vocabulary used about the past.
- Disciplinary Knowledge – This is the development of the skills of the Historian. When working as historians, children learn to gather and interpret evidence to enable them to draw conclusions about the past. The development of disciplinary knowledge leads them to learn how to examine the significance and impact of events, individuals and civilisations in history.
History is delivered to Reception children, through the Foundation Stage Curriculum (Understanding the World – People and Communities). In KS1 & KS2 History is taught through planning linked to the National Curriculum. The units covered in each year can be found on our medium-term plans and our progression of skills document. Some elements of History are also taught through cross-curricular topics for example, English, Reading, Science, Geography, Computing, Design & Technology and Art. Our scheme of work allows for children to develop their language, build upon prior learning and develop a sense of chronology, as they move through the school.
Chronology
At Pimperne, we encourage children to explore how local, national and world history interconnects and to understand that civilizations existed concurrently. In EYFS and Year 1, children learn to recognise and use the terms past and present. They place objects and events from their lives on a physical timeline. In Year 2, pupils learn to order British monarchs and achievements of astronauts on a timeline. They know that Neil Armstrong visited space before Tim Peake.
As the children enter Key Stage 2, each new history study begins with investigating where the individual, event or civilisation fits on the world timeline so that children can gain a sense of chronology. We feel it is important that children recognise that some periods in history lasted for a very long time compared to others. By the end of Key Stage 2, children use a timeline to order all events studied at Pimperne. They can recognise that the Stone Age lasted longer than the Roman Empire’s rule of Britain or the Second World War. They know that the Anglo Saxons and Mayans existed concurrently.
History at Pimperne Primary is planned to promote the awareness of all our children to the links between cause and consequence across historical periods and the influence civilizations have had on our locality. We ensure that units, when applicable, are adapted to the local area so our children can make links to the history that surrounds them here in North Dorset.
Visits to Enrich and Enhance History at Pimperne.
Off site visits play an important role in our teaching of history at Pimperne. When studying British time periods, including the Victorians in Year 1 and Romans in Year 4, children visit the East Dorset Museum in Wimborne to participate in a variety of workshops with Historians. This enables them to handle artefacts and objects from the time, experience what life was like for our ancestors and ask questions about the past whilst developing their disciplinary knowledge. Similarly, when studying the Egyptians, Year 3 visit the Tutankhamun Museum in Dorchester where they learn about the discoveries of Howard Carter and how Historians use evidence to teach us about the past.
Wherever possible, children are encouraged to explore the history of our local area so that they can understand what part Pimperne and Blandford have played in national and world events. Starting in EYFS, children visit St Peter’s church to learn about the role it played in our village’s past. Year 1 children visit the site on which Pimperne school was originally built and compare how our school today is different. Similarly, Year 4 visit Blandford to consider what evidence exists to teach us more about their study of the Stone Age, Year 3 visit the Long Barrow in Pimperne to explore ancient burial rituals. importance of the railway and the consequences of the Great Fire of Blandford for local people.
Throughout Key Stage 1 and 2, visits from local experts are encouraged. Each year, we successfully hold on-site interactive Roman Days, Celtic Day and Viking Days led by a local visiting Historian to enhance and enrich the children’s experience of the past as well as inviting in local residents to give the children first-hand experience of what life was like for people living in our area in the past.
IMPACT
At Pimperne Primary School we aspire to equip all pupils with historical skills and knowledge to ensure they are ready for the curriculum at Key Stage 3 and to broaden their horizons, through developing their knowledge of the wider world in all its diversity. We develop pupils’ language and provide investigative and enquiry-based learning opportunities. All children are supported to gain a coherent understanding of Britain’s history and that of the wider world and we aim to fire their curiosity to know more about the past.
Through History, children learn to ask questions, think critically, evaluate evidence, analyse arguments, and develop perspective, judgement and a sense of identity. Assessment will include oral, practical and written responses from the children. We believe that all children should make at least good progress in all areas of the curriculum that’s why our history curriculum is high quality, well sequenced and planned to demonstrate progression. In addition, we measure the impact of our curriculum through the following methods:
- Pre and post learning quizzes to assess progress in acquiring the key learning identified.
- Pupil’s books.
- Pupil discussions about their learning.