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History

Our History Subject Leaders are Miss Russell and Mrs Gelder.
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History at St. Joseph’s

At St. Joseph’s, we aim to fulfil the requirements of the National Curriculum for History by providing our pupils with an inspiring, broad and balanced curriculum. Our curriculum enables pupils to order events in time, find similarities and differences, write and talk about the past, use different sources for information and ask and answer questions. All classes in each year group will do a range of activities, learning skills and techniques with the aim to link ‘then’ and now. 

Early Years Foundation Stage

During their time in the Foundation Stage the child will develop their use of language rating to past and future events; being able talk about their past, present and future experiences, being able to order and sequence events and become aware the ‘new’ and the ‘old’.

Key Stage One

In Key Stage One, pupils will develop upon their basic chronological awareness by sequencing events in their lives, events from previous times and ordering artefacts from ‘old’ to ‘new’. By learning about the past, the children will expand their vocabulary to include new words and phrases relating to the passing of time and historical terms. They will show their understanding of key features of events by asking questions and using parts of stories and other sources.

Key Stage Two

During Years 3 to 6, the children build upon their previous knowledge of chronology and understanding of British, local and world history.  They will be able to use historical terms to note connections, contrasts and trends over time. Developing upon their ability to sequence past events, the children will look at and identify the main events within the timeline there are studying. They will continue to use different sources to research and find out about the past; developing a deeper understanding of beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings.

Assessment

At St. Joseph’s, we follow a two-year rolling programme from the Commando Joe’s framework. Ongoing assessment of children’s work in History is made by informal judgements as we observe the children during lessons. Once the children complete a piece of work, it is marked and commented on. Teachers assess learning at the end of a topic, against the national curriculum requirements by highlighting the target tracker statements. We use this information to plan future work to ensure we are building upon the children’s current skills and knowledge.

Useful Online Links

 

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

 

  • Pupils should be taught about: 
    1. changes within living memory. Where         appropriate, these should be used to reveal aspects of change in national life
    2. events beyond living memory that are significant nationally or globally
    3. the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods
  • Pupils should be taught to:
  1. changes in Britain from the Stone Age to the Iron Age
  2. the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
  3. Ancient Greece – a study of Greek life and achievements and their influence on the western world
  4. the Roman Empire and its impact on Britain
  5. Britain’s settlement by Anglo-Saxons and Scots
  6. the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the        Confessor
  7. a study of an aspect or theme in British history that extends pupils’ chronological knowledge       beyond 1066
  8. a non-European society that provides contrast with British history - one study chosen from: early Islamic civilization, including a study of Bagdad c.AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300
  9. a local history study

Chronological Awareness

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

  • Sequence events in their life
  • Sequence 3 or 4 artefacts from distinctly different periods of time
  • Match objects to people of different ages
  • Sequence artefacts closer together in time - check with reference book
  • Sequence photographs etc. from different periods of their life
  • Describe memories of key events in lives
  • Place the time studied on a time line
  • Use dates and terms related to the study unit and passing of time
  • Sequence several events or artefacts
  • Place events from period studied on time line
  • Use terms related to the period and begin to date events
  • Understand more complex terms eg BC/AD
  • Know and sequence key events of time studied
  • Use relevant terms and period labels
  • Make comparisons between different times in the past
  • Place current study on time line in relation to other studies
  • Use relevant dates and terms
  • Sequence up to 10 events on a time line

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

Historical Knowledge and Understanding

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

  • Recognise the difference between past and present in their own and other’s lives
  • They know and recount episodes from stories about the past
  • Recognise why people did things, why events happened and what happened as a result
  • Identify differences between ways of life at different times
  • Find out about every day lives of people in time studied
  • Compare with our life today
  • Identify reasons for and results of people's actions
  • Understand why people may have wanted to do something
  • Use evidence to reconstruct life in time studied
  • Identify key features and events of time studied
  • Look for links and effects in time studied
  • Offer a reasonable explanation for some events
  • Study different aspects of different people - differences between men and women
  • Examine causes and results of great events and the impact on people
  • Compare life in early and late
  • 'times' studied
  • Compare an aspect of lie with the same aspect in another period
  • Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings
  • Compare beliefs and behaviour with another time studied
  • Write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation
  • Know key dates, characters and events of time studied

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

Historical Context

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

  • Use stories to encourage children to distinguish between fact and fiction
  • Compare adults talking about the past – how reliable are their memories?
  • Compare 2 versions of a past event
  • Compare pictures or photographs of people or events in the past
  • Discuss reliability of photos/
  • accounts/stories
  • Identify and give reasons for different ways in which the past is represented
  • Distinguish between different sources – compare different versions of the same story
  • Look at representations of the period – museum, cartoons etc
  • Look at the evidence available
  • Begin to evaluate the usefulness of different sources
  • Use text books and historical knowledge
  • Compare accounts of events from different sources – fact or fiction
  • Offer some reasons for different versions of events
  • Link sources and work out how conclusions were arrived at
  • Consider ways of checking the accuracy of interpretations – fact or fiction and opinion
  • Be aware that different evidence will lead to different conclusions
  • Confidently use the library and internet for research

 

Years 1 and 2

Years 3 and 4

Years 5 and 6

Historical Enquiry, Organisation and Communication

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

  • Find answers to simple questions about the past from sources of information e.g. artefacts,

 

  • Use a source – observe or handle sources to answer questions about the past on the basis of simple observations.
  • Use a range of sources to find out about a period
  • Observe small details – artefacts, pictures
  • Select and record information relevant to the study
  • Begin to use the library and internet for research
  • Use evidence to build up a picture of a past event
  • Choose relevant material to present a picture of one aspect of life in time past
  • Ask a variety of questions
  • Use the library and internet for research
  • Begin to identify primary and secondary sources
  • Use evidence to build up a picture of a past event
  • Select relevant sections of information
  • Use the library and internet for research with increasing confidence
  • Recognise primary and secondary sources
  • Use a range of sources to find
  • out about an aspect of time past
  • Suggest omissions and the means of finding out
  • Bring knowledge gathered from several sources together in a fluent account
  • Communicate their knowledge through:
    • Discussion…. Drawing pictures… Drama/role play.. Making models….. Writing..Using ICT

 

  • Recall, select and organise historical information
  •   Communicate their knowledge and understanding.
  • Select and organise information to produce structured work, making appropriate use of dates and terms.
  • St Joseph’s Roman Catholic Primary School,
  • Wallsend Road, North Shields,
  • Tyne and Wear, NE29 7BT
  • 0191 2573097
  • 0191 2005851
  • info@stjosephsrc-primary.co.uk
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