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.
- 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 home life 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 learn about the introduction of the railways to Dartford and how this changed the area. The use their Geography knowledge about Dartford’s proximity to the River Thames and learn how this brought people to the area in Victorian times and meant that more houses needed to be built introducing the concept of migration.
In Year 2 pupils use their knowledge of houses from the past to explore a significant historical event, ‘The Great Fire of London’. They study a range of historical sources and artefacts to find out what life was like leading up to The Great Fire. Children use their knowledge of houses in the past from Year 1 to explain why the houses burned so easily in 1666. Children learn about the Black Plague and The Great Fire of London, giving lots of opportunity to talk about cause and effect as well as change and development. They compare London before and after the fire to discuss whether the fire was a disaster or an opportunity. They develop their historical enquiry skills by researching Samuel Pepys and Christopher Wren. Investigating their significance and finding out their impact on what we know about London in the Stuart Era.
In Year 3 pupils begin learning about ancient civilisations learning about Ancient Greece. They investigate the invention of democracy and compare life in Ancient Greece with Ancient Roman civilisation. This knowledge of life in ancient Greece and Rome will support children’s understanding of The Rule of Law and democracy. They look at noteworthy 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 and Greeks, 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 various sources e.g. Why do people think the Vikings wore horned helmets? Children learn about invasion and settlement and compare the Viking invasion with the settlement of the Anglo Saxons, revisiting the concept of migration and linking back to the heritage topic at the start of the year.
In Year 5 children look at the legacy of ancient civilisations. They investigate the achievements of the stone/bronze/iron age and the ancient Egyptians and the impact and significancy of that legacy today. 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. This understanding of legacy will support pupils going into Year 6, learning about the industrial revolution and its significance today.
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. Children think about Queen Victoria and her significance, deepening their understanding of monarchy from Year 2. Children use their knowledge of industrialisation and migration from Year 1 to explore the social and economic issues caused by the industrial revolution and the migration that came with it. They think about the legacy of the industrial revolution on Britain today.