History at Flyford Flavell Primary School
We want every child to understand how modern culture has been shaped by creating a window to the past. Drawing on events from the past to know how to develop our future positively. Throughout their journey through our school they will understand the chronology of many historical events and how they relate to one another. We will link historical events and key figures to our British Values and understanding the importance of democracy and our sense of identity within our community. We will celebrate our local history and understand how our area has contributed to the wider world. We compare and contrast different times, people and events and investigate how invasion has impacted the subsequent times and diversity.
Children begin to learn about their immediate history and those of their families. They celebrate significant people including Helen Keller and Mary Anning in addition to special events such as birthdays and other personal milestones through their celebration assembly. Children follow the chronology of events in the British calendar such as Bonfire Night and Remembrance Sunday as well as a diverse number of other significant cultural events such as Diwali, Eid and Passover. Parents are encouraged to share their own celebratory times so children can develop a sense of personal history and how there have been changes since they were born! Children develop the knowledge and understanding of change over time through sources such as photographs of the immediate locality, Christmas stamps, letters and through their class stories when they have the chance to discuss and compare old with new and contrast these features with their own experiences.
Key Stage One
Children will learn about a range of people who have changed the world they live in. They will explore important events that have shaped their traditions. They will learn about inspirational figures such as Rosa Parks, Mary Seacole, Florence Nightingale and Neil Armstrong.
Children will learn about and explore the events which led to the Great Fire of London. They will consider how it impacted on the capital city and how this catastrophic event compelled change in city design to make London a safer place. They consider how different sources, including the diary of Samuel Pepys and various news reports, provide the knowledge required to be able to recount the key events. Pupils also find out how Space technology and exploration has evolved through their topic "Flight." Using a familiar context such as toys and Victorian schools, children will develop their sense of time.
Lower Key Stage Two
Children complete an archaeological hunt, using their investigative skills to determine what artefacts may be, what the artefacts may have been used for, and what they tell us about the past. The children complete timelines of their historical topics to understand the chronology of history and pique their curiosity in the topics. They learn about the Roman invasion of Britain and about the Celtic way of life prior to the Romans' arrival. How England changed during the occupation, considering the affect this legacy has left on life today whilst making comparisons with countries unaffected by the Roman Empire and investigating the long lasting effects on different cultures. They also investigate Boudicca's revolt, and explore how a historical event can be viewed in different ways depending on personal bias whilst putting themselves in someone else’s shoes. Pupils also learn about Egypt, looking at a timeline of important events and comparing this to the other periods of history. They find out about ancient Egyptian civilisation and the importance of the Nile to ancient Egyptians including exploring their belief systems. Through class work, as well as research, pupils further explore the Egyptian Gods, the pyramids and the mummification process as well as learning about Tutankhamun and Cleopatra.
Children will learn about the Anglo Saxon invasion and the changes it brought to Britain including the societal changes caused by the meeting of cultures. The children will also explore the British monarchy and the history of crime and punishment, how it has changed through the ages and understand how it fits into the chronology of British history. They will also consider the reign of Henry VIII identifying how he affected religion, linking this idea with explaining why he married six times. Children will explore how Britain changed throughout the Stone, Bronze and Iron Ages, linking with their geographical skills to explore prehistoric landmarks including the settlement at Skara Brae and Stonehenge. Throughout their Science topics the children explore different significant historical figures linked to their area of learning which broaden their cultural understanding and help them to compare their lives to others, offering a empathetic approach to their understanding of the era they are studying.
Understanding the British Empire and the History of Europe, lays the foundations for exploring World War 2 as children continue to develop their historical skills in upper Key Stage 2.
Upper Key Stage Two
In Years Five and Six, pupils will develop their knowledge and skills further through the studies of the Viking invasion, the English Civil War, World War Two and how these events changed our country. We shall compare and contrast with Ancient Greece and the Mayans and how their viewpoints on the world has also shaped us. The children will also study the history of our democracy in ‘Yes Minister’, part of our London: Heart of Democracy Summer topic.
Pupils will continue to develop a chronologically secure knowledge and understanding through these topics of British, local and world history, establishing clear narratives within, across and forwards from the periods studied. They shall note connections, contrasts and trends over time and develop their use of historical terms whilst addressing and devising historically valid questions about change, cause, similarity and difference and significance. They shall also analyse whether this change was positive or not. Through this the children should construct informed responses that involve thoughtful selection and organisation of relevant historical information with their own current political viewpoints and understand how our knowledge of the past is constructed through studying from a range of resources and can be affected by the political viewpoints at the time.