History

The teaching of history gives pupils an understanding of the past through learning about human achievements and experiences. We investigate a range of sources to ask and answer questions about the past and how these impact the world we live in today. We examine the children’s own personal history, and develop their sense of chronology through the study of topics throughout the key stages. Over the course of the past two years, the staff of St James’ have worked to revitalise and adapt the history curriculum to the needs of our children. We feel that the curriculum is now an enriched and cohesive sequence of topics which our children will truly enjoy! Please check our Curriculum, Overviews and Knowledge Organisers below

History Curriculum at St James Church of England Primary School

History Curriculum Overview

Key Learning in History Years 1 and 2

Key Learning in History Years 3 and 4

Key Learning in History Years 5 and 6

History in Action St James'

Yr 1 - History

In History, Year One have been exploring the Wright brothers and their inventions of flying transport! The children were fully emerged in watching videos of ‘Man’s early flying attempts’ where we saw some rather poor attempts of flying disasters! The children ordered some methods of flying transport in chronological order. Finally, we set off outside with our own aeroplanes, just like the Wright brothers, and watched how far they flew!

Yr4 History – The Mayan Civilisation

🌟 A Journey Back in Time: The Mayan civilisation The children travelled back in time to meet the legendary Pakal the Great in the stunning city of Palenque! 🏛️ They explored different aspects of the Maya life in an engaging and interactive way! 🌿✨

Yr1 - History

🧱 In History the children have been exploring travel and transport and how it has changed through the years! The children first began by ordering images through the years of vehicles and how they have changed. Following this, they went on to build their own vehicles using Lego! They had so much fun

Yr6 History - Ancient Egypt

This half-term the children are learning lots about Ancient Egypt. To help us do this, this week they have got up close and personal with some Egyptian Artefacts. The children had to make predictions about what they were used for.

Yr4 History – Early Islamic Civilisation

✨ Year 4 are diving into the fascinating world of Early Islamic Civilisation in History! ????✨ The children explored what daily life would be like for them if they lived during this period of time and compared it to what things were like in Europe ????

Yr6 History – Ration Baking

Year 6’s World War II Vinegar Cakes! ???? Today, Year 6 stepped back in time to explore World War II rationing by making traditional vinegar cakes! ????️✨ They learned about resourcefulness during wartime while enjoying a piece of history—quite literally!

Yr6 History – Ration Baking

Yr6 History – World War II (The Blitz)

Year 6 Dive into the Blitz! Year 6 took a deep dive into the Blitz! With Class VR, they experienced life in a shelter in London – what an adventure! After that, they wrote up some amazing character and setting descriptions. Please read some of the amazing examples! ????

Yr6 History – World War II (The Blitz)

Nursery History – Remembrance Day

This week in Nursery, our children honoured brave soldiers by creating beautiful playdough poppies and fingerprint poppies. ???? Outside, they painted poppies and collaborated on a stunning giant poppy in the tuff tray. We are proud of our children for their thoughtful contributions and creativity.

Nursery History – Remembrance Day

Yr2 History – Great Fire of London Launch

???? Yr2 Great Fire of London Topic Launch! ???? What an amazing start to Yr2’s new History topic! ???? They loved exploring the materials used to build houses in 1666. Getting their hands dirty with sticks and a muddy mixture to create wattle and daub was a fantastic experience! ????????

Yr2 History – Great Fire of London Launch

Yr1 History – Comparing Past and Present Toys

In History, Year 1 have been comparing between toys of the past and toys in the present! They explored what materials they were made from, had a chance to explore some photographs, play with the toys and use chalk and chalkboard

Yr1 History – Comparing Past and Present Toys

Yr4 History – Roman Soldiers

Year 4 had a fantastic afternoon kickstarting their History topic on the Romans! They learned about the soldiers' crucial role in building the empire and even had the chance to try on Roman armour. Can you believe how heavy it was? Just look at the size of that shield! ????️

Yr4 History – Roman Soldiers

Yr5 History - Ancient Greece Artefacts

???? Year 5 historians are exploring Ancient Greek artefacts in their history lessons. Discovering the secrets and stories hidden within these ancient treasures, our young historians delve into the amazing world of Ancient Greece. ????️????

Yr5 History - Ancient Greece Artefacts

Yr4 History – Mayan Workshop

Year 4 had an amazing time at the interactive Mayan workshop today! They were absolutely buzzing with excitement, and it was such a joy to see their enthusiasm shining through. The workshop really brought their classroom learning to life, and it’s clear that their hard work is paying off. Well done,

Yr4 History – Mayan Workshop

Yr5 History - Shang Dynasty Workshop

In our Year 5 Shang Dynasty workshop, we had an exciting visitor from China who shared fascinating insights about this ancient civilisation. The children participated in hands-on activities, such as creating replica artefacts and trying their hand at traditional Chinese calligraphy.

Yr5 History – Shang Dynasty Workshop

Yr5 Remembrance Service

Well done to year 5, who spoke beautifully on Remembrance day morning and delivered a respectful Remembrance Day Service. Thank you parents for coming to support your children and our school.

Yr5 Remembrance Service

The national curriculum states that 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.

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

By the end of a child’s journey through their historical study at St James’ Haslingden, they should be equipped with an inherent inquisitiveness about the past and how it has shaped the world we live in today. The children should know and understand high end historical vocabulary (such as primary and secondary sources and chronology) as well as key facts and skills that enable them to ask questions about the past to help them clearly understand what happened and how it impacted on the world at that time. Ultimately, allowing the children to ask questions about the past and learn from it in order to not repeat the mistakes of it.

At St James’ Haslingden, we have developed our history curriculum by using a triangulation approach to curriculum development and design.

This is done by: identifying key vocabulary that the children must know to access their topics; developing inquisitive and insightful questions that engage learner’s natural questioning around topics and key fact and knowledge that the children will acquire as they go through their geographical journey within their topics.

We have identified key skills for each individual historical topic across all year groups. This has enabled teachers to really focus on how the children are going to obtain these skills within their topics.

Starting sessions with key questions enables the children to be engaged in their understanding of what they are being taught but also enables easier assessment of how the concepts have been taught and the understanding obtained in each session.

Identifying key vocabulary prior to teaching each topic allows for an easier transition of understanding acquired by the children. It also breaks down misconceptions about words and enables cross curricular opportunities for upskilling vocabulary across writing topics.

We have developed a scheme of work for each topic that enables staff to understand what they need to cover for knowledge, vocabulary and skills taught in their year groups.

The impact of what we have done has been positive for children, teachers and subject leadership.

Teachers understand clearly what they have to teach but also why they have to teach it. This allows for teachers who find history a difficult subject; to feel empowered and confident about their delivery. It also gives signposts for all in terms of resources available in school and out of school. This saves teacher time in terms of planning and preparation and impacts massively on their work life balance. Ultimately, allowing teachers to be more confident of their delivery of history.

Teachers know explicitly what needs to be taught in their topics and this also allows for teachers to be creative in how they would like to teach their topic but also allows for teachers new to the subject to feel safe about what they are delivering meets the standards required and helps them develop their own knowledge and understanding of their skills and vocabulary.

For the children, the first major impact we have seen is that they enjoy their history lessons. Through pupil conferencing, pupils can explain their key vocabulary being taught and can explain geographical concepts taught by using the knowledge and skills obtained through a historical topic.