At Hemlington Hall Academy, we encourage children to think critically and develop perceptive questioning, carefully considering different sources of evidence, to develop an insight and curiosity about the past: of our local area, of our nation and of the whole world. Through this, we equip children with the skills needed to understand the lives of others and the processes involved with change.
Ten things to celebrate about History at Hemlington Hall Academy are:
1. Hemlington Hall Academy are committed to developing our children as passionate Historians, who understand the purpose of their studies.
2. History is delivered through Cross-Curricular learning which ensures children are immersed within their learning – a strength which is evident throughout school.
3. The Context Overviews shows how History coverage is broad and balanced – all year groups have Historical Contexts which are in line with the National Curriculum.
4. Enrichments and Visits are utilised to allow History to come to life! These hooks for learning are inspirational for children.
5. History has a high-profile at Hemlington Hall Academy; children love learning History, staff show enthusiasm for teaching History and it is bouncing off the walls!
6. Children’s knowledge based understanding of History is strong – understanding of chronology, overview of world history and children’s ability to communicate historically is advancing with evidence of deep learning coming through.
7. The skills of investigating and interpreting the past develop throughout school – Historical Enquiry is growing.
8. Knowledge and skills are taught in a progressive meaningful way; evidence in books shows how our children are moving through the milestones.
9. School is well resourced with each Context box providing artefacts and secondary sources are widely available. Cornerstones has also been used to support our Creative Curriculum.
10. Parents are reported of children’s progress in History through annual reports and are able to discuss their child’s progress with class teachers.
Key stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
• 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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
• significant historical events, people and places in their own locality.
Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
• changes in Britain from the Stone Age to the Iron Age
• the Roman Empire and its impact on Britain
• Britain’s settlement by Anglo-Saxons and Scots
• the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
• a local history study
• a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
• 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
• Ancient Greece – a study of Greek life and achievements and their influence on the western world
• a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.