History At Moor Park

History at Moor Park Primary School Primary: Key Stage 1, Key Stage 2

Curriculum plan 2020-21

1. Curriculum Principles The following document outlines the History curriculum for Moor Park Primary School 2020-2021. A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. At Moor Park, our aim is for our pupils to understand the past the explain the present; we will adapt the long term plans to allow provocative issues from our past such as slavery to allow understanding and ensure we learn from history.

Coherence and Flexibility At KS1 and KS2 History will be offered as a discrete subject. Units may vary in length, depending on the number of lessons required to adequately address the historical topic. At Key Stage 1, up to six units will be provided. The number of units per year group at Key Stage 2 will be 3, allowing for other foundation subjects in alternating half terms.

Our approach to history is organised around enquiry questions at both the unit and lesson basis. This should not be conflated with ‘enquiry’ or ‘discovery’ based learning, but is rather an approach to ensure substantive knowledge is deliberately and explicitly taught and organised in a meaningful fashion, towards answering (and, where appropriate, asking) disciplinary appropriate questions (See Appendix 1 for a note on Historical Enquiry from the Historical Association) through a written essay. As such each unit will be internally coherent, with carefully selected 2

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content framed within lesson-specific enquiries (for example, who was the worse King; Richard or John?) and overarching unit enquiries (Who was the greatest medieval monarch?).

In order to maximise flexibility, units will make the assumption of pupils having little prior knowledge that otherwise might be optimal within curriculum as we did not complete the first full year of implementation. All units are sequenced in chronological order.

Knowledge Organisation The enquiries and sequence of enquiries across school is organised around the substantive concepts. Broadly, the enquiries will use a narrative to help pupils make sense of the substantive concepts. Each enquiry will have a disciplinary focus of at least one second order concept. This disciplinary focus is made explicit for each enquiry. Within each enquiry, pupils will encounter substantive concepts which will be illustrated through concrete examples. Pupils follow a sequence of enquiries that allow them to develop a sophisticated understanding of key substantive concepts by coming to appreciate how different manifestations of certain substantive concepts (e.g. empire/revolution) differ and challenge simplistic definitions. Finally, our sequence of enquiries is broadly chronological to allow pupils to understand change and continuity over time.

Knowledge Selection Decisions about what to include in a history curriculum are always difficult and must take into account a number of different curricular aims.

Full coverage of statutory subject content included within the national curriculum is a minimum requirement, however exactly what is taught within these topics requires decisions to be made about what to include and, therefore, what to omit. â—? Diversity and representativeness. We want to pay meaningful attention to the diversity of past societies, represent the lived experiences of different groups and explore the interconnectedness of British and wider world history.

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� Overview and coherence. We want students to build secure and coherent narratives of the past. We have tried to balance overview and depth in terms of our curriculum. � Preparation for future learning. We have foregrounded knowledge, concepts and ideas which will be most useful for students’ learning in future.

There can be tension between these principles, and we know that we cannot expect everyone to agree with all of our choices. However, we have applied these principles across the curriculum as a whole and made content selection decisions in good faith. We are confident that our curriculum builds a wide-range of important historical knowledge for students.

In terms of earliest civilisations, we have selected the Shang Dynasty of Ancient China as this gives pupils the opportunity to study Asian history, which otherwise may not be possible and gives pupils a broader understanding of world history from the earlier age.

The non-European comparison depth study selected is the Benin Kingdom of West Africa. This allows pupils to gain an understanding of a flourishing African civilisation which contrasts starkly with many aspects of British life during the same period. It also celebrates the many achievements of West African culture and society, which we felt was important before pupils learn about the Trans-Atlantic slave trade.

Our curriculum goes beyond the national curriculum, with a number of post 1066 studies selected. This is to allow pupils to leave Key Stage 2 with a broad overview of world history across centuries, allowing them to better understand the world around them as well as the discipline of history.

Inclusivity and Ambition We want our history lessons to support all children. Our lessons are pitched so that all pupils can get an early sense of success. Our enquiries are designed to gradually build up pupil knowledge so that eventually pupils could produce substantial pieces of work; an essay at the end of

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each. Our tasks are short, varied and where possible, activities will either be modelled or sample answers will be given after work is complete so that pupils can develop a conception of good historical writing. We expect teachers to have model answers prepared to prompt this.

Pupil motivation and engagement We want to develop pupil thinking through a sequence of lessons. This is so that pupils are in the best position to retain new information and so that pupils will realise new information will help them answer the enquiry question. Each enquiry is designed to be an emergent puzzle and each lesson is designed to promote pupil thought about this emergent puzzle. In order to achieve this, lessons will include mini-activities to try to promote some of the pupil thinking that is fostered through class discussion and skilful teacher questioning.

Through careful knowledge selection and crafting engaging narratives our teachers will reveal the intrinsic value in learning about the past without overwhelming pupils. Tasks and activities will be carefully designed so that pupils can get a sense of success and therefore feel motivated to keep learning more. The hope is that pupils feel so motivated that they feel the need to answer the enquiry question for themselves.

How will pupils make progress?

Students get better at history by building up knowledge of the past which is increasingly complex and secure. As they study particular periods, events and people in the past, they develop a rich understanding of these places and times. Through studying these topics, students also build their chronological knowledge, developing secure chronological frameworks, a sense of period and a coherent narrative of broad developments. Through repeated encounters in different historical contexts students also develop their knowledge of important substantive concepts like empire, trade, immigration, emigration, invasion, tax and rebellion. These layers of knowledge, built over time, give students the

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foundation to learn new, and increasingly complex information in history, and the curriculum is designed to build this knowledge effectively and secure it in memory, whether students access single lessons or whole units.

With secure knowledge of the past, students are also able to learn about the discipline of history. Through these units, students will use their knowledge to engage with valid historical questions and learn how historians make sense of the past.

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2. Subject structure overview

Key Stage 1

Key Stage 2 Our overarching aim with within Key Stage 2 is that pupils develop an understanding of how Britain and its wider role in the World has changed over time and how time periods in the wider world are similar and different to life in Britain.

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 (we refer to these as substantive concepts and are listed below). They 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.

We plan to ensure the progression described above through teaching the British, local and world history and this is outlined below, we combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

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3. Unit specifics

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Unit

The Great Fire of London

Lesson Number

Lesson question

1

What was life like in the 17th century?

● ● ● ●

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What was London like at the time of the fire?

● To develop an awareness of London in the past, leading up to the events in the Great Fire of London. ● To learn about London’s founding as a Roman settlement. ● To learn about the development of London as an important cultural and economic centre within England. ● To learn about how London developed architecturally up until the Great Fire of London.

4

How did the Great Fire of London start?

● To understand when and how the fire started. To know that the fire started after midnight on May 2, 1666. It started inside a bakery in Pudding Lane, near London Bridge. ● To understand how the fire spread. ● To describe the key features of houses and streets in the seventeenth century. ● To understand why the City of London’s architecture played a key role in the quick spread of the fire. ● To learn about where people went for safety.

Pupils will learn

To develop an awareness of life in the 17th century.

To understand how people lived in the 17th century.

To understand how society was structured in 17th century London.

To understand how the government functioned in 17th century London.

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● To learn about the false accusation against French watchmaker Robert Hubert.

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5

How was the Great Fire of London put out?

● To understand the government’s response to the fire (with a particular focus on the Mayor Thomas Bloodworth). ● To learn about the impact of the government’s response. ● To debate whether Mayor Bloodworth’s approach was correct. ● To learn about how the fire was put out.

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What was the impact of the Great Fire of London?

● To learn about the impact the fire had on London’s population. ● To learn about the impact it had on its physical environment. ● To learn about the link between the fire and the banishment of the Great Plague of 1665. ● To learn about the regulations passed with the aim of preventing similar events. ● To learn about John Evelyn’s and Christopher Wren’s plans for rebuilding London. ● To understand the role the Great Fire of London played in the development of the insurance industry. ● To learn about the establishment of London’s first fire brigade.

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How is London today different to how it was before the events of the Great Fire of London?

● To read a simple map of an area. ● To be able to identify differences and similarities within a given area. ● To understand the reasons behind these changes and the effects they had on London’s population.

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To create a timeline of the events of the Great Fire of London.

● To be able to identify key events of the Great Fire of London. ● To be able to sort these into the correct chronological order. ● To be able to retell the events of the Great Fire of London.

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How do we know about the Great Fire of London?

● ● ● ●

To show in discussion, an understanding of what an 'eyewitness' is To recognise aspects of the fire that eyewitnesses saw To know that Samuel Pepys saw the fire and that he wrote about it in his diary.

To examine Samuel Pepys’ diary entries on the Great Fire of London.

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Unit

Changes within living memory How has life changed over time?

Lesson Number

Lesson question

1&2

How has music changed over the last 60 years?

● ● ● ● ● ● ● ● ●

3&4

How have children’s habits changed around playing?

● ● ● ● ●

Which toys do I play with which my parents didn’t have?

5&6

How has technology changed the way that we store and cook food?

How has globalisation changed the food and drink that we eat?

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Pupils will learn Genres of music Music media: vinyl, cassette, CD, MP3, streaming 1950s Rock n Roll: Elvis Presley 1960s Pop Music: The Beatles 1970s RnB: Stevie Wonder 1980s Disco: Madonna 1990s Teen Pop: The Spice Girls, Take That, Destiny’s Child Boyzone 2000s: Alternative Rock: Coldplay 2010s: Alternative Rock: Mumford and Sons,

Look at examples of toys that your grandparents might have played with Look at examples of toys that your parents used to play with Look at examples of toys you like to play with Compare how these are different and analyse these toys have changed over time Which materials were used to make the toys my great-grandparents and grandparents might have played with? ● Which materials are used to make the toys that I play with now? ● How has modern technology changed the ways in which children play? ● What sorts of foods did people like to eat when my great-grandparents were alive? ● How did people used to store food in the era of my great-grandparents and grandparents? ● How are we now able to store food and how has technology enabled us to do this well? Refrigerators/freezers ● The food we eat today comes from lots of different places all over the world Moor Park Primary School

● Matching different foods with their places of origin on a map ● How has globalisation changed the food and drink that we eat?

7&8

How has improved transport made the world more connected?

● ● ● ● ● ● ●

9 & 10

How have the ways in which we communicate changed over time?

● What was morse code and how was it used in the early stages of radio communication? ● How has the radio developed over time? ● Are letters still as popular now as they were many years ago? Why or why not? ● Telegrams ● How have telephones developed over time? ● How have computers changed the way in which we communicate? ● Emails ● Modern technology - smartphones/tablets - how have these changed the way in which we communicate? Is it easier now? ● How has social media changed with ways in which we communicate with others?

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The invention of cars How cars have developed over time The invention of the trains How trains have developed over time The invention of planes How planes have developed over time How long does it take to fly to certain countries? Examples: New Zealand, other parts of Europe. ● Space travel

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Unit

Prehistoric Britain (Year 3)

Lesson Number

Lesson question

Pupils will learn

How do we know about life in the

• The age of the Earth and when life began.

Stone Age?

• How scientists learn about this period. • How people travelled across the world.

Which animals lived during the Ice

• Some of the creatures that were alive during the Ice Age.

Age?

• The difference between extant and extinct.

What were the different periods in

• The three different Stone Ages.

the Stone Age?

• How life developed through those periods.

What was life like in a Stone Age

• What a nomadic life-style was life.

settlement?

• The impact on people of building permanent homes.

How did the Bronze Age change

• How bronze is made.

how humans lived?

• The case study of the Beaker People.

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2

3

4

5

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Who were the Celts, and what was

• Why the Celts used iron.

life like for them?

• What impact iron had on the lives of the Celts.

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Unit

Shang Dynasty (Year 3)

Lesson Number

Lesson question

1 How do we know about the Shang Dynasty?

2

Pupils will learn

• When the Shang Dynasty existed.

• Where the Shang Dynasty was.

• The different things people left behind

• Who the first leader of the Shang was.

How did the Shang Dynasty begin?

• How the Shang civilisation was so successful.

3

• What people ate.

What was life like for people in the Shang Dynasty?

• What people did for work, • How life was different for rich and poor people.

4

• The religions of the Shang people.

What did the Shang people believe

• The importance of ancestors to the Shang people.

• What the ‘Mandate of Heaven’ was.

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5

• The role that Fu Hao played in the Shang Dynasty.

Who was Fu Hao? • What we can learn from a tomb.

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• The achievements of the Shang Dynasty.

How did the Shang Dynasty end?

• The role of King Zhou in the end of the Shang Dynasty.

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Unit

Ancient Greece (Year 3)

Lesson Number

Lesson question

1

Pupils will learn

• Where Ancient Greece was.

How was ancient Greece organised? • The different city states that existed in Ancient Greece • How the different states were governed and ruled.

2

What was the Golden Age of

• The cultural achievements of Greece • The Olympic Games

Greece?

• The birth of democracy

3

• The major Greek Gods.

What did the Greeks believe?

• How Athens got its name.

• What Greeks believe happened when people died.

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Who were the ancient Greek

• How Socrates became the ‘father of Western philosophy’

philosophers?

• Why Plato built an Academy.

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• What Aristotle believed and who he taught.

5

• The difference between Athens and Sparta.

Who won the Peloponnesian War?

• The Spartans elite army.

• How Athens tried to defend itself.

6

• Who Alexander the Great was.

Why was Alexander so great?

• Which countries he conquered.

• How he conquered them so successfully. • The legacy he left behind.

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Unit

Roman Britain (Year 4)

Lesson Number

Lesson question

1 How did the Roman Empire become so powerful?

2

Pupils will learn

• How Rome began • How Rome became a Republic • The Punic wars • Julius Caesar and dictatorship

• What life in Britain was like in 43 CE

How do the Romans conquer Britain?

• The difference between the Roman and Celtic armies • How the Romans built up new towns and cities

3

• The Iceni tribe under Prasutagus

Why did Boudicca lead a revolt against the Romans?

• What happened when Prasutagus died • How Boudicca defeated the Romans in several battles

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4 How did the Romans change Britain?

5

• Roman towns, cities and buildings • Roman roads • Government and taxes • Roman plumbing and sewage

• Paganism in Britain

What did the Romans believe?

• Roman Gods • The Emperor • Constantine’s dream • Christianity in Britain

6

• The collapse of the Roman Empire

Why did the Romans leave Britain?

• How the empire had become too big to support itself • The Vandals, Huns, Visigoths and Goths

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Unit

Anglo-Saxons and Scots (Year 4)

Lesson Number

Lesson question

1

Pupils will learn

• Who Gildas was.

How do we know about the AngloSaxons?

• Who Bede was.

• The importance of the Anglo-Saxon Chronicle.

2

Who invaded Britain after the

• The Scots invasion from Ireland.

Romans left?

• The Picts invasions from the north. • The Angles, Saxons and Jutes.

3

• What Anglo-Saxons ate.

What was life like for Anglo-Saxons?

• What Anglo-Saxon villages looked like.

• The jobs Anglo-Saxons did.

• How Anglo Saxon society was organised.

4

• The pagan beliefs of the Anglo-Saxons.

What did the Anglo Saxons believe? • The importance of Norse mythology mythology.

• How Augustine reintroduced Christianity to England.

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5 What was the heptarchy?

6 Why did the Anglo- Saxons build forts?

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• About the seven kingdoms of England. • The Kings Offa and Egbert.

• Why Offa built a dyke.

• Who the Danes were.

• Why Alfred was ‘Great’.

• What a Burh was, and why they were built.

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Unit

Vikings (Year 4)

Lesson Number

Lesson question

1

Pupils will learn

• Where the Vikings came from.

Why did the Vikings invade Britain?

• What life was like in the Viking homelands. • What Britain had to offer to invaders.

• How the Vikings settled in Britain

2

• Why Lindisfarne was such an important island.

What happened at Lindisfarne in

• Who lived on Lindisfarne.

793?

• How the Vikings found and attacked the island.

• How we know about the attacks.

3

• The Anglo Saxon King Alfred.

Why did Alfred sign a treaty with

• The Great Heathen Army.

Gurthum

• The Viking warrior Guthrum.

• How Guthrum became Æthelstan.

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4

Were the Vikings the first

• The Irish priest Brendan. The Viking explorer Bjarni Herjólfsson

Europeans to discover the

• The Viking explorer Leif Erikson.

Americas?

• The Italian explorer Christopher Columbus.

5

• The similarities between the Norse and Anglo-Saxon Gods.

Who were the Norse Gods?

• The story of Odin’ s eye. • The death of Baldur.

6

• How Cnut became King.

Did King Cnut try to stop the tide from coming in?

• Cnut’ s religious beliefs and activities.

• The different explanations for Cnut trying to stop the tide.

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Unit

Benin Kingdom (Year 5)

Lesson Number

Lesson question

1

Pupils will learn

• How the dynasty of the Obas began.

How did the Benin Kingdom begin?

• Who was Ewuare the Great.

• Reasons why Benin grew into a successful empire.

2 What was life like for the Edo people in the Benin Kingdom?

3

• How the Obas ruled.

• What guilds were.

• How religion involved gods and magic.

• Which Europeans Benin started trading with.

How were trade links established and what goods were traded?

• What good were traded.

• What were manila bracelets and what did the Edo people use them for.

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What led to the Civil war in the

• What the Golden Age was.

1700s?

• Why the kingdom went into decline in the 1600s.

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• What Oba Akenzua and his son Eresonyen did to kick-start the Benin renewal.

5

• The route of the Transatlantic Slave Trade.

What was the Transatlantic Slave Trade?

• Examples of the goods traded.

• What the ‘Middle Passage’ was and how Britain was involved.

6

• Why Britain wanted a closer relationship with the Kingdom of Benin.

Why did the British colonise Benin

• What happened in the conflict of 1897.

and what impact did this have?

• The Benin Punitive Expedition.

• When Benin became an independent country.

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Unit

Medieval Monarchs (Year 5)

Lesson Number

Lesson question

1 In 1066, who was the rightful heir to the throne?

Pupils will learn

• The events leading up to and during the Battle of Hastings.

• The different claims to the throne.

• The importance of the Domesday Book.

2

Who was responsible for the death of Thomas Becket?

3

4

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• The conflict between the King and Church. • The events leading up to Becket’s death.

Who was the worse King: Richard or • The qualities of a good Medieval King. • The main events of King Richard’s life. • The main John

events of King John’s life.

In what ways was Edward I a ‘great

• Edward I’s accomplishments.

and terrible’ King?

• His conquest of Wales and wars with Scotland.

Why did Henry VIII initiate the

• The changes in Europe around religion in this period.

Reformation?

• The factors influencing Henry’s desire to break with Rome.

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Was Elizabeth I ‘weak and feeble’?

• Elizabeth’s defeat of the Spanish Armada. • The context when she inherited the throne.

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Unit

Middle East (Year 5)

Lesson Number

Lesson question

1

Pupils will learn

• The Sumerians and Mesopotamians formed the world’s first civilisations

Why is the Middle East important to different religions?

• The Hebrew exodus from Egypt (led by Moses) • The Biblical account of the early Kingdom of Israel

2

• Why Israel and Jerusalem are important for Jews

Why is the Middle East important to different religions?

• Why Jerusalem and Mecca are important for Muslims • Why Jerusalem is important for Christians

3

• Where the Ottoman Empire was.

What was the Ottoman Empire?

• How the Ottoman empire began • The success of the Ottoman Empire

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What events led to the Arab-Israeli

• Antisemitism across Europe

War in 1948?

• The Zionist movement and Balfour agreement

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• Jewish immigration to Palestine

5

Why did Israel and Arab nations fight wars, and how did it change who controlled the area?

6 What is the situation with the Israeli- Palestinian conflict now?

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• The Arab-Israeli war of 1948 • The Six Day War • The changing geography of the area

• The First and Second intifadas • The Oslo Accords and attempts at peace • Continuing conflict and tension in the region

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Unit

Industrial Revolution (Year 6)

Lesson Number

Lesson question

1

Pupils will learn

• What were the key dates in the period.

What were the key features of Victorian society?

• The nature of the class system.

• That population grew massively through this period.

2

• How housing changed as people moved to cities

How did living conditions change during the Industrial Revolution?

• What caused the pollution that emerged in the Industrial Revolution.

• How were people’s lives and health affected.

3

• What types of jobs people did.

How did working conditions change during the Industrial Revolution?

• What factory conditions were like in this period.

• What laws were passed in this period to improve working conditions

4

What inventions revolutionised the lives of British people?

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5

How did the Industrial Revolution change Blackpool?

6

• Why people felt that Parliament was not serving them.

What political changes took place during the Industrial Revolution?

• The achievements of the Great Reform Act. • The weaknesses of the Act.

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Unit

Civil Rights (Year 6)

Lesson Number

Lesson question

Pupils will learn

What was the United States of

• How equal American society was in the 1950s. • The Age of Consensus.

America like in the 1950s?

• About the middle class of America.

1

2

• What Jim Crow Laws were.

Why did Oliver Brown take the Board of education to the Supreme Court?

• What the Declaration of Independence and the Constitution of America guaranteed.

• How schools were segregated.

• How civil rights campaigners challenged this.

3 Why didn’t Rosa Parks give up her seat on the bus?

4

• About Rosa Parks’ role in the NAACP • What nonviolent civil disobedience is.

• What the Montgomery bus boycott was.

• Who Martin Luther King Jr was.

What was Dr Martin Luther King Jr’s dream?

• About the March on Washington.

• About Martin Luther King’s famous ‘I Have a Dream’ Speech.

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5

• The ongoing discrimination following desegregation.

Why did 3,200 people march from Selma to Montgomery?

• Police brutality against black protestors and activists.

• The influence of the media on the general public.

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What is the Black Lives Matter

• The state of race relations in the USA today.

Movement and why is it needed?

• The causes and consequences of the Ferguson protests

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Unit

Twentieth Century Conflict (Year 6)

Lesson Number

Lesson question

1

Pupils will learn

• About the unification of Germany.

What caused the First World War to break out?

• The international treaties that existed between different countries.

• The assassination of Archduke Franz Ferdinand.

2

• The new weaponry of the first world war.

Why were so many lives lost on the Western Front?

• Trench warfare and the conditions in the trenches.

• The major battles of WWI.

3

• The aims of the Treaty of Versailles.

Was the Treaty of Versailles fair?

• The leaders who wrote the terms of the treaty.

• The main terms of the treaty. • The objections of Germany.

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How did Hitler rise to power in the

• The success of Hitler’s book ‘Mein Kampf’. • The global economic disaster in 1929.

1930s?

• Hitler’s talents as an orator.

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5 What was life like in Nazi Germany?

6

• The control of school and domestic life. • The role of boys, girls, men and women. • The establishment of youth groups.

• Hitler’s foreign policy and actions.

Was the Second World War

• Britain and France’s policy of appeasement.

inevitable?

• Hitler’s annexation of Czechoslovakia and Austria-Hungary.

• Germany’s invasion of Poland.

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