Close Menu

Part of the Learning Alliance Academy Trust
CEO: Mrs G Coffey OBE

01753 524170

office_[at]_lhspa.org.uk

corner

History

At Lynch Hill, we teach History through our Topic work and, in line with the new curriculum, we ensure that children understand history and that our teaching offers a high-quality history education equips pupils to think critically, weigh evidence, sift arguments, and develop perspective and judgement. A knowledge of Britain's past, and our place in the world, helps children to understand the challenges of our own time.

Core essence: Historians spend time researching history and the significance of various events. They aim to make a cohesive narrative of given parts of history. They may specialise in a specific time period, but command widespread knowledge in all time periods. Why is that important?

“If you want to understand today, you have to search yesterday” – Pear Buck, novelist

History knowledge and understanding is developed through inspiring curiosity, equipping pupils to ask questions, think critically and weigh up evidence.

Key Historical Questions Asked:

  • How do events in history fit together?
  • How have events from one point in time affected another?
  • What does the evidence presented tell us?
  • How has a significant individual contributed to national and international achievements?
  • What are the similarities and differences between ways of life in different periods?
  • What brought about a process of change?

Essential Key Skills Taught at Lynch Hill:

  1. To understand the methods of historical enquiry
  1. To develop a chronologically secure knowledge and understanding of British, local and World history
  1. To ask perceptive questions, thinking critically, sift arguments and develop perspective and judgement
  1. Rigorously use a wide range of evidence in order to make historical claims
  1. To be able to place growing knowledge into different contexts, understanding the connections between local, regional, national and international history
  1. Understand and use a wide range of subject specific historical vocabulary.

Key Stage 1

Pupils should begin to develop an awareness of the past and the ways in which it is similar to and different from the present. They should understand simple subject-specific vocabulary relating to the passing of time and begin to develop an understanding of the key features of a range of different events and historical periods.

Pupils should be taught about:

  • simple vocabulary relating to the passing of time such as ‘before', ‘after', ‘past', ‘present', ‘then' and ‘now' 
  • the concept of nation and of a nation's history 
  • concepts such as civilisation, monarchy, parliament, democracy, and war and peace that are essential to understanding history 
  • the lives of significant individuals in Britain's past who have contributed to our nation's achievements
  • key events in the past that are significant nationally and globally, particularly those that coincide with festivals or other events that are commemorated throughout the year 
  • significant historical events, people and places in their own locality.

Key Stage 2

Pupils should be taught about the ancient civilisations of Greece and Rome.

In addition, across Key Stage 2 pupils should be taught the essential chronology of Britain's history. This will serve as an essential frame of reference for more in-depth study. Pupils should be made aware that history takes many forms, including cultural, economic, military, political, religious and social history. Pupils should be taught about key dates, events and significant individuals. They should also be given the opportunity to study local history. Our Y6 pupils will also have the opportunity to study Britain’s role in WW2 and the impact and lessons learnt from the Holocaust.

Using and Applying English/Maths within History:

English Speaking and Listening – debates, discussions, P4C

English Reading – Reading of historical reports, comparing and contrasting different sources of evidence

English Writing – Reports, recounts, poetry, letters, playscripts, diary entries, descriptions of historical settings

Maths – statistics, data handling