Gilmour Primary School

History

Key Stage 1
In Key Stage 1 our children develop a sense of time, place and change. It begins with children studying Changes within living memory to develop an understanding of what has changed within the living memory of the community. This chronological knowledge is foundational to the understanding of change over time.
Children study the Lives of significant individuals, focusing on David Attenborough and Mary Anning. Chronology and place in time steers the understanding of the context in which these significant individuals lived. Terms such as legacy are introduced and used within the context of each study. This study is revisited and enhanced by studying the Lives of further significant individuals, including Neil Armstrong, Mae Jemison, Bernard Harris Jr. and Tim Peake.In Key Stage 1, children study local history through significant events, people and places. The locality is further understood by knowing about the places, the buildings, the events and the people that tell a story of the past.
Events beyond their living memory. Here, children draw upon early concepts of chronology and connect it to more abstract, but known, events in the past focusing on the Great Fire of London.
Significant historical events, people, places in our locality is studied to develop an understanding of the history and how it shaped the place we live.
There are further opportunities for pupils to revisit and retrieve prior learning with a focus on ‘Events beyond living memory’. Connections, where relevant, are made to wider studies.

Year 1Changes within living memoryThe lives of signifcant people (Mary Anning and David Attenborough) More lives of significant people (Neil Armstrong, Mae Jemison, Bernard Harris Jr, Tim Peake)
Year 2Events beyond living memorySignificant historical events, people, places in our localitySignificant historical events, people, places in our locality

Lower Key Stage 2
In lower Key Stage 2, chidlren study the cultural and technological advances made by our ancestors as well as understanding how historians think Britain changed throughout the Stone, Bronze and Iron Ages. Archaeological history guides us to know how early humans were creative, innovative and expert at surviving in changeable environments. Having an in-depth understanding of Iron Age Britain offers solid foundations for the study of how Rome influenced Britain. This foundational knowledge is built upon and used to support long-term retrieval to contrast culture and technology. Children are able to draw upon prior understanding to support and position new knowledge, therefore constructing much more stable long-term memories. Substantive concepts such as invasion, law, civilisation and society are developed through explicit vocabulary instruction.
Studies of how Britain was settled by Anglo-Saxons and Scots gives a focus on cultural change and the influence of Christianity. Children study how powerful kings and their beliefs shaped the Heptarchy of Anglo-Saxon Britain.
Our curriculum also focuses on the Struggle for throne of England through a study of the Vikings, their origins, conquests and agreements with English Anglo-Saxon kings to settle and dwell in the region known as Danelaw.
Ancient studies include a focus on Egypt.

Year 3Stone Age – Iron AgeStone Age – Iron Age

Rome and the impact on Britain
Rome and the impact on Britain
Year 4Britain’s settlement by Anglo Saxons and Scots

Viking and Anglo -Saxon struggle for the Kingdom of England to the time of Edward the Confessor
Viking and Anglo -Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Ancient civilisations Egypt
Ancient civilisations Egypt

Upper Key Stage 2
Ancient history includes the study of Ancient Greek life and achievements. Children learn about the influence Ancient Greece had on the western world. The understanding of culture, people and places are central to these studies. Our History curriculum connects these studies with prior knowledge of what was happening in Britain at the same time. The effect of this is to deepen and connect a broader understanding of culture, people, places and events through comparison.
Later in KS2, knowledge of Anglo-Saxons is revisited and used to connect with a study of the Maya civilisation or The kingdom of Benin. The study compares advancement of the Maya culture and innovation to that of the Anglo-Saxons around c. AD 900. Here, location, settlement, people, culture and invention are
compared and contrasted.
Recent history is studied in the context of how conflict changed the locality in the Second World War. Modern history is also studied through units such as the Windrush Generation. Knowing about slavery, Caribbean culture and the injustice of the past enlightens pupils to understand why events happened and how
these pioneers faced racism, discrimination and prejudice. PSHE and SMSC are vital components of the history curriculum – challenging racism and prejudice in all its forms. This is an integral feature of our History curricuolum that spotlights the lessons we can learn from the past.

Year 5Ancient GreeceAncient Greece

Comparsion Study
Comparision Study
Year 6Beyond 1066: Local History Study – how did conflict change our locality in World War 2?Windrush generation 5 signifcant monarchs or Battle of Britain