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“A people without the knowledge of their past, history and
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| At Huish we understand that History plays a crucial role in helping children develop a sense of place and identity. We will seek to provide the knowledge and skill required for children to understand the development and changes that have forged modern Britain and the wider world. We believe that children should be given a robust sense of chronology; they will have a vision of the timeline, geography and order of key Historical periods by the end of Year 6. Moreover, it is crucial that at Huish we develop a “sense of a time”; that is a visualisation of what different periods were like to live in. A thorough understanding of this will enable children to recognise trends in human development and the human experience, and will equip them to develop their own political and cultural vision. We will endeavour to give pupils the idea of historical coherence – which events lead to others? What trends can we find in History? What values have led to the decisions and lives people have led in the past? In this way, we hope that children learn to understand the consequences of their own actions, along with the actions of societies and nations. Furthermore, we will use a wide range of sources to not only engage children, but to teach them the value of critical thinking and to allow them to evaluate how reliable different opinions and versions of events are. In a modern world where “fake news” is prevalent and pressure is ever-present for young people via social media, it is absolutely vital that children learn how to decide which sources, stories and news they can trust, and to recognise that different people can have different perceptions of one event. Finally, we will ensure that children’s learning has a purpose. This will be though the use of over-arching “enquiry questions” (both within lessons and throughout schemes of work), providing context for learning and skill based lessons, and by giving children the opportunity to produce and share meaningful end of unit pieces of work (they should be aware of these as the unit progresses). |
| Year R | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
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Once upon a Time |
How have clothes changed through the ages? Why do we remember the Great Fire of London? |
Why do we remember Florence Nightingale? |
Why were the Ancient Greeks important? |
What did the Romans ever do for us? What was life like for the Vikings and Anglo-Saxons? |
Why were the Tudor Monarchs important? |
What was it like to live through World War II? Who were the Maya? |
Skills Progression |
Vocabulary Progression |
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