History

History Rational

At Hellingly School our aim is to stimulate the children's interest and understanding about the past and to foster a love of learning for history. We want our children to build a worthwhile understanding of British and World history and understand that the story of the past can be told in different ways. Children need to understand that history is created from the evidence that remains and that the process of being a historian is like trying to complete a jigsaw puzzle; there are lots of pieces, not all from one box, and we don’t know where to place them. At Hellingly we want our children to become history detectives, hunting down clues and trying to solve a historical puzzle using the evidence available.

Children learn through a variety of ways in and outside the classroom through cross curricular links with other subjects, trips, visitors, workshop days and by using a range of artefacts, sources and interpretations about the past.

History at Hellingly
Chris Quigley Learning Intentions Milestone 1 Milestone 2 Milestone 3
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To investigate and interpret the past Events beyond living memory:
Guy FawkesThe lives of significant individuals in the past :Neil Armstrong/ Christopher Columbus

Changes in living memory: Toys

The lives of significant local individuals: AA Milne

Events beyond living memory: The Great Fire of London
Seaside Long AgoThe lives of significant individuals: Florence Nightingale
Changes in Britain from the Stone Age to the Iron Age

The achievements of the earliest civilizations: Ancient Egypt

A theme in British history beyond 1066: Clothing and Entertainment

The Roman Empire and its impact on Britain

Britain's settlement by Anglo-Saxons and Scots/ Viking and Anglo-Saxon struggle for the Kingdom of England

A theme in British history beyond 1066: Communication and inventions

Ancient Greece – a study of Greek life and achievements and their influence on the western world

Non-European society that provides contrasts with British history –Benin (West Africa)

A theme in British history beyond 1066: War and conflict

A local history study

The achievements of the earliest civilizations: Ancient Sumer

A theme in British history beyond 1066: Monarchs, Democracy and the Struggle for Power

To build an overview of world history
To understand chronology
To communicate historically

National Curriculum

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
  • 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-term and long-term timescales.

Some useful links to use at home

Pupils' Opinion