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Dartford Bridge Primary

History

All the pupils in the DBCPS community, including SEN and disadvantaged pupils, will participate and learn the following concepts and themes through their journey here.

They will study different historical topics throughout their time at DBCPS that will build on previous learning, help them in the future and always engage and excite their learning in the present.

At DBCPS we aim:

  • To develop all children’s knowledge of the history of the British Isles (coherently and chronologically).
  • To teach children to understand how Britain is influenced by and has influenced the wider world.
  • To enable children to learn about significant aspects of the history of the wider world including ancient civilisations, empires, features of past non-European societies, achievements and follies of mankind.
  • To teach children important concepts: continuity and change, cause and consequence, similarity and difference and use them to answer questions and create their own accounts.
  • For children to learn how methods of historical enquiry are used rigorously to make historical claims.

We do this through the following key concepts:

  • Sequencing the past
  • Change and Development
  • Cause and Effect
  • Significance and interpretation
  • Empire and Legacy
  • Invasion and settlement

Within our history curriculum we cover the following core themes:

  • Discussion and debate – exploring historical questions and evaluating historical periods and ideas and forming opinions
  • Using Primary and Secondary sources and artefacts.
  • Knowledge of a broad timeline of history from ancient times to present day

 

At DBCPS we encourage pupils to make connections between our core British Values and their historical learning. We explore and compare current and historical issues that continue to or no longer affect us and how those issues inform decisions that shape our future e.g. Were the Vikings heroes or villains? Did the Romans actually improve life in Britain?

Pupils will be able to discuss the periods they study, giving opinions and comparing and contrasting them with other historical periods using prior knowledge. We will proactively encourage children to acquire both technical and non-technical vocabulary.

Through experiences that introduce the concept of time and change, children in the EYFS develop their understanding of the world. Adults ask questions such as ‘What happened next?” after reading a story or looking at other sequences of events, such as getting dressed, planting a seed or making a sandwich. Children explore patterns and routines and are regularly given opportunities to take part in events to celebrate time. Children are encouraged to record their findings by drawing or writing.

In Year 1 we continue to learn about something that is personal to the pupils, giving opportunities to apply their knowledge. Children study History by starting with something that is real to the children. They have previously studied the local area in Geography, so we make connections by looking at the history of Dartford. They start by discussing and comparing their own homelife and what is in their homes e.g. a television; different bedrooms; plumbing. They move from this to a focus on Victorian houses and they look at similarities and differences between what home life was like in the Victorian era. Children then consider the reasons for the changes in houses and home life. They finish the topic with a trip to a Victorian house to see the features in real life.

 

In Year 2 we begin to look at ancient civilisation (the Egyptians). Children explore how we find out about the past despite not being alive/knowing anyone that was alive at the time. The focus is on the concept of comparison and contrast and children continue to learn about the use of primary and secondary resources to answer investigative questions our big question: What was life like in Ancient Egypt? and they consider the legacy of ancient Egyptian civilisation today.

 

In Year 3 pupils further develop their learning of ancient civilisations. Children use their knowledge of life in ancient Egypt to support their learning about Roman civilisation. They look at significant events in the Roman Era including the causes and effects of the Roman invasion of Britain. They continue to build on their use of primary and secondary sources and artefacts and explain how this historical period has have impacted life now e.g. Roman roads.

 

In Year 4 children use their knowledge and understanding of the Romans, from Year 3, and begin to understand that people can draw their own conclusions from history, answering our big question: Were the Vikings heroes or villains? They sequence events within the Viking era weighing and sifting evidence; beginning to debate the usefulness and reliability of different sources e.g. Why do people think the Vikings wore horned helmets?

 

In Year 5 pupils explore a significant historical event, ‘The Great Fire of London’, in depth and look at the historical period that surrounded it. They show how they can use a range of historical sources and artefacts to draw conclusions and validate their opinions. They empathise with significant figures from the period and justify their decisions.

 

In Year 6 we expect pupils to be able to sequence key events, themes, societies and people independently and accurately. Pupils look at Crime and Punishment in the Victorian Era and compare it to the current legal system as well as crime and punishment in the Roman Era. They use and apply historical enquiry skills learned over the previous years to explore a range of sources, they evaluate the justice of the punishments handed out and hypothesize how life would be different if the justice system hadn’t changed.