Vision

At New Haw Community School, pupils will develop a knowledge of civilisations, key events and significant individuals in world and local history.  As they develop their chronological knowledge, children will build a sense of where they fit into the timeline of history, how events in history have impacted their lives and begin to understand their own potential to impact on future generations.  Children will begin to appreciate the complexity and diversity of human societies and development.  

The history curriculum will develop pupils’ knowledge of key concepts (civilisation, empire, trade and power) by returning to them regularly in different contexts. By focussing on the children’s development and use of appropriately challenging vocabulary, we will enable them to accurately describe and discuss historical events and trends. Studying history at New Haw Community School inspires pupils’ curiosity to know more about the past.

Curriculum Design

Curriculum Map

Rationale

The programme of study set out in the National Curriculum forms the basis of the New Haw history curriculum.

At the start of Year 3, children are introduced to the concept of timelines through looking at the genealogy of their own families within the religious education curriculum.  The Bronze, Stone and Iron Age topic introduces children to the key concepts of societies and collective settlements and illustrates how developments in technology (metal and iron tools and weapons) changed the way that people lived.  Children are also introduced to the concepts of trade and rivalries. Children develop their chronological understanding by sequencing these different ages.  They continually develop their ability to ask and answer historical questions as part of historical investigations.

The topic of Ancient Greece allows for the study of an ancient civilisation, which contrasts to the way people lived in the ages already studied.  Children learn how developments in Ancient Greek art, architecture, literature, drama, politics, philosophy and science contributed to the foundations of European civilisation.  Through studying Athens, Sparta and Persia, children are introduced to the themes of empire and invasion.  Children learn about significant individuals and build their knowledge and understanding of events, people and changes in the past.

In Year 4, children study the Romans, Anglo-Saxons and Vikings and learn about the impact of these peoples on the British Isles.  The key concepts of empire, tax, trade and invasion are explored in greater detail, as well as the impact that individuals can have upon the course of history (for example Julius Caesar, Boudicca, William of Normandy).

In Year 5, the children return to the Ancient World to explore Ancient Egypt and early Islamic civilisation of the Middle Ages. The former enables the children to explore why civilisations begin where they do and how a society's beliefs influence the way people live.  Studying early Islamic civilisations encourages children to think about how these have influenced our lives today.  Many cross-curricular links are made.  The children’s study of the importance of the River Nile to the ancient Egyptians links to their geography topic of rivers.  In RE, children simultaneously study Islamic traditions.  Children begin to look at factors which lead to the fall of civilisations.  They also begin to use a wider range of technology to present, organise and communicate historical information, resulting from self-directed research.

In Year 6, children look at the Second World War and how it impacted people’s lives. Children are able to make links to their own family members and research the impact the war had on their families and people locally.  Children look at a range of artefacts and see how people’s lives have changed due to technology.  In the Monarchy vs Democracy topic, children build on their chronological understanding, exploring how democracy has developed over time.  Children study significant local and national events including Magna Carta, Henry VIII and the reformation and the suffragette movement.  They consider how events, such as lost wars, and public opinion, along with significant individuals lead to change.  Children go into more depth when evaluating historical interpretations and consider the role of propaganda as well as primary and secondary sources.