At Yorkley Primary School we believe 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.
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed History – key stages 1 and 2
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
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.
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.
Class 5 children recreated parts of the Bayeux Tapestry as part of their work on The Norman Conquest.
The ‘Take-Away’ theatre visited Yorkley School to perform a play linked to what life was like during World War 2. Jenny, a central character, told her life story before and during the war. Some of the characters were very funny and the children were enthralled with the performance. The scenes showed historical artefacts, air raid sirens and the actual recordings of Winston Churchill for the children to develop a sense of what it might be like during this time in our history.
“It was really good, but also a bit sad when Jenny got evacuated to the countryside.”Jack A
“It was very good, but some parts were upsetting, like when the father died, but I liked it how they kept changing characters.”Jorja
“It was very interesting. We learnt lots and the acting was very funny!”Issy
Last week, Class 5 had their Victorian day. “I really liked Victorian Day. As soon as we got onto the playground, we were in role! It was really hard not to laugh, especially when children were having punishments, such as wearing the dunce hat or having the cane!” Nikita
Class 5’s timetable:
- Hand Cleanliness Check
- Morning Drill
- Chants and Bible Readings
- 3 Rs (Reading, Writing and Arithmetic)
- Break (playing marbles, hop-scotch and yo-yo-yos)
- Lunch (gruel)
- Object Lesson
“We tried the gruel and it tasted DISGUSTING!”Fernanda
“We loved Victorian Day so much, we want to have it all the time!”Harvey