History is taught at Oasis Academy Putney so pupils can understand the society they live in: both heritage-rich London, and the wider national and international stage. They will learn how the 21st century world came to be, learning from humanity’s mistakes and celebrating past generations’ achievements.
With this learning, we trust they will realise the strong connections between themselves and the past, and use their knowledge and understanding of that past to forge themselves a bright, happy future as global citizens.
Most fundamentally, history teaches us to look past the ephemeral and search out the underlying, long-term dynamics of problemsCollingwood 1939
“History is fascinating in itself, but what makes it so stimulating is that it offers deeper insights into the human condition that are of enduring value. The past is not a fool proof guide to the present or the future – it is simply the only guide we have” Crowcroft 2018
Key Stage 1 & 2
The National curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
Our History curriculum aims to excite the pupils and allow them to develop their skills as historians. The History curriculum is planned so that there are opportunities for cross curricular links to be made to ensure the pupils have occasions where by they can apply their knowledge and understanding. Local heritage and cultural links have also been planned explicitly. English, Maths and Computing skills are taught during discrete lessons but are revisited in History so pupils can apply and embed the skills they have learnt in a purposeful context.
We plan visits and visitors to provide first-hand experiences for the pupils to support and develop their learning- often linked to history. We recognise that to have impact the visits must be clearly linked to historical knowledge to be acquired and provide the opportunity for pupils to better understand the knowledge or apply skills.
Knowledge organisers are used to clarify and teach key knowledge for the history unit. These also include definitions and timelines.
Oracy is one of our key curriculum drivers and a language rich curriculum is essential to the successful acquisition of knowledge and understanding in history. We use dialogic talk techniques to discuss and debate historical questions. We encourage children to be independent in thought and confident in reasoning, justifying and challenging.
National Curriculum Key stage 1
Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They 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 use a wide vocabulary of everyday historical terms. They 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 understand some of the ways in which we find out about the past and identify different ways in which it is represented.
Pupils should be taught about:
- Changes within living memory.
- Events beyond living memory that are significant nationally or globally
- The lives of significant individuals in the past who have contributed to national and international achievements.
- Significant historical events, people and places in their own locality.
National Curriculum Key stage 2
Pupils 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 note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They 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.
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
- 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.
- Pupils will know more, remember more and understand more about History.
- Pupils will understand and use the key skills of chronological understanding, knowledge and understanding of events in the past, historical interpretation, historical enquiry and organisation and communication.
- The large majority of pupils will achieve age related expectations in History.
- As historians, pupils will learn lessons from history to influence the decisions they make in their lives in the future.
At Oasis Academy Putney, we use formative assessment to determine children’s understanding and inform teachers planning. History skill progression documents support this. History is monitored throughout all year groups using a variety of strategies such as subject leader learning walks, topic book scrutinies and pupil interviews.