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History

High Standards

Year 6 pupils attained considerably higher in reading and writing, compared nationally.

Ofsted

2016-03-14T15:19:08+01:00

Ofsted

Year 6 pupils attained considerably higher in reading and writing, compared nationally.

I enjoy maths

I like the way we are taught in mathematics

Alex

Year 4

2016-03-14T15:19:18+01:00

Alex

Year 4

I like the way we are taught in mathematics

School Leadership

The leadership team has created an enriching learning environment

Ofsted

2019-01-23T11:35:12+01:00

Ofsted

The leadership team has created an enriching learning environment

Confidence

Pupils love learning and have the confidence to try new things

Ofsted

2019-01-23T11:38:57+01:00

Ofsted

Pupils love learning and have the confidence to try new things

Quality teaching

The quality of teaching is good.

Westminster Diocese

2019-01-27T09:37:04+01:00

Westminster Diocese

The quality of teaching is good.

History

PROGRAMME OF STUDY – HISTORY

AIMS
  • Give pupils a thorough knowledge and understanding of Britain’s past and how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • Develop pupils’ curiosity and desire to know more about the past.
  • Help children understand key words such as ‘empire’, ‘civilisation’ and ‘peasants.’
  • Encourage pupils to ask perceptive questions, think critically, weigh evidence and develop perspective and judgment.
  • Ensure pupils understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts and analyse trends.
  • Give pupils the skills to understand the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
  • Show pupils how to look at evidence and why contrasting arguments and interpretations of the past have been constructed.
CURRICULUM ORGANISATION
  • It is taught in topics as set out in the History/Geography grid.
  • We use the Non-Statutory Guidance to assist us in our planning.
TEACHING

We teach history through a variety of ways such as the use of:

  • An enquiring approach – Every lesson identifies a key Question to answer during the course of a lesson.
  • Primary and secondary evidence.
  • Practical work.
  • Research.
  • Independent and group work.
  • Video clips.
  • Field trips and outings such as Verulamium, The British Museum and Boxmoor Trust.
  • Visitors such as speakers and Boxmoor Trust.
KEY SKILLS

The key skills we are aiming to give the children are:

  • Knowledge and understanding of events, changes and people of the past.
  • The ability to interpret evidence and to understand that evidence is open to interpretation.
  • Understanding of the chronological order of events.
  • Historical enquiry
  • Organisation and communication.
  • Devising historical questions.
  • Every lesson identifies a key skill that is to be covered.
PROVISION FOR MORE AND MOST ABLE CHILDREN

We plan a variety of opportunities to extend, enrich and enhance the learning of our more and most able children, so that they achieve to the best of their ability and make the best possible progress. Our approach to marking children’s work provides a further dimension of challenge.

EXPECTATIONS

By the end of Key Stage 2, pupils are expected to know, apply and understand the themes and skills studied.

YEAR 3 – THE ROMAN EMPIRE AND ITS IMPACT ON BRITAIN

TOPIC CONTENT/KEY QUESTIONS
  • What do we already know about the Romans?
  • Where do the Romans come in history?
  • What do we mean by BC and AD?
  • Why did the Romans invade Britain?
  • What were the Celts like? (houses and appearance)
  • Why do people have different points of view? e.g. People’s opinions on Boudicca and why she stood up to the Romans
  • What was it like to be a Roman soldier? Why was their army so powerful?
  • How far did the Romans change the life of people living in Britain after the conquest? eg. Roman towns and villas, everyday life, gods

YEAR 3 – ANCIENT GREECE

TOPIC CONTENT/KEY QUESTIONS
  • What do we already know about Ancient Greece?
  • Where is Greece?
  • When was Ancient Greece?
  • What were the key events in Ancient Greece?
  • How were the city states different?
  • What was life like in Sparta?
  • What was life like in Athens?
  • What were the triremes ?
  • Who were the main Gods?
  • How was their theatre different to ours today?
  • What was the significance of the Greek pots? What stories do they tell?
  • What was the history of the Olympics? How does it compare with today?

YEAR 3 – CHANGES IN BRITAIN FROM THE STONE AGE TO THE IRON AGE

TOPIC CONTENT/KEY QUESTIONS

  • What do they know already?
  • When were the prehistoric times?
  • What key features did the dinosaurs have? Why did they die out?
  • How was the Stone Age different to life today?
  • Focus on the use of weapons/tools, how they bury the dead and the importance of Grimes Grave; fire, the animals they hunt, cave drawings and Skara Brae.
  • How did life change in the Bronze Age? What discoveries did they make?
  • Focus on how they made bronze and what the artefacts were used for; the importance of Beaker pots and how they buried the dead in a Round Burial Site
  • How and why was Stonehenge built?
  • What changes happened in the Iron Age?
  • What were the mysterious figures in the hill sides?

YEAR 4 – ANCIENT EGYPT

TOPIC CONTENT/KEY QUESTIONS
  • What do we already know about Egypt?
  • Where is Ancient Egypt?
  • When was Ancient Egypt?
  • Why was the River Nile important to them?
  • What was the significance of the discovery of Tutankhamen’s tomb?
  • What do they think various artefacts were used for?
  • What were the processes involved in mummification? Why was it done?
  • What can you find out about one of the following topics, such as clothing, food/ farming or buildings?
  • How do we know how to read hieroglyphics? Can you write your name in hieroglyphics?
  • Why did the Egyptians worship different Gods?
  • How was the Egyptian hierarchy ordered?

YEAR 4 – BRITAIN’S SETTLEMENTS BY THE ANGLO SAXONS AND THE SCOTS

TOPIC CONTENT/KEY QUESTIONS
  • This covers the period before King Alfred.
  • Why did the Anglo-Saxons invade Britain?
  • Who else invaded Britain?
  • What were the Anglo-Saxon kingdoms called and why were they formed?
  • What were the Anglo-Saxon settlements like?
  • Why did the Anglo-Saxons convert to Christianity? Canterbury, Iona and Lindisfarne.
  • What was the significance of the discovery of Sutton Hoo?

YEAR 5 – THE VIKINGS AND THE ANGLO-SAXON STRUGGLE

TOPIC CONTENT/KEY QUESTIONS
  • This covers the time up to Edward the Confessor.
  • What do I already know about the Vikings?
  • When were the Vikings?
  • What was life like for a Viking?
  • What equipment did a Viking need to invade another country?
  • Why did the Vikings invade Britain?
  • How did the Vikings invade Britain?
  • How did the Anglo-Saxon laws and justice system work?
  • How did Alfred the Great and Athelstan, first king of England resist the invasions?
  • Were there any further invasions?
  • What interesting facts can you find out about Edward the Confessor and his death in 1066?
  • What happened at the Battle of Hastings?

YEAR 5 – THE VICTORIANS

TOPIC CONTENT/KEY QUESTIONS
  • What do I already know about the Victorians?
  • When were the Victorians?
  • Who was Queen Victoria?
  • How did the Victorians compare with life today?
  • What was it like for a child to work in the Victorian times?
  • What job would you have chosen to have done?
  • What do you think were the most important changes to take place during this period?
  • What can a census tell you?

YEAR 6 – LOCAL STUDY

TOPIC CONTENT/KEY QUESTIONS

  • What do we already know about Hemel Hempstead?
  • Where is Hemel Hempstead?
  • What is the history of Hemel Hempstead throughout the ages?
  • Focus on people of Hemel in World War I and II (in the forces and evacuees)
  • Who was Robert Snooks?
  • What was life like for people who lived and worked on the canal?
  • What is the story of the Nickey Line?
  • What can we learn about Hemel Hempstead from old maps and photographs?
  • Why did people choose to live/work in Hemel?
  • What is the origin of the families living in Hemel? (based on class questionnaire data)
  • What changes have happened in Hemel in their life/parent’s life time?
  • Focus on Buncefield Depot Explosion
  • What is the Green Belt and why do we have it?
  • What are your predictions for the future of Hemel?

YEAR 6 – BENIN (WEST AFRICA) C AD 900 – 1300

TOPIC CONTENT
  • What sort of place was Benin 1,000 years ago and how do we know?
  • When was Benin at the height of its power?
  • What changes took place when the European settlers started trading? Case study of one of the Benin bronzes.
  • Soap, Margarine and tyres: Why did the British get involved in Benin and what were the effects for the Benin people?
  • Should the British have taken these valuable and sacred objects and put them in museums? A class debate followed by a letter to British Museum arguing for their return.