At Townfield Primary School, we follow the statutory content of the National Curriculum for History, adapting it to meet the needs of our pupils. We are committed to delivering exciting lessons, which engage all our pupils, including those who have SEN and/or disabilities and those who are disadvantaged, inspiring them to find out more about the past. We endeavour, where possible, to study our local history, exploring how it fits into and has shaped our national history. Children also experience history through field trips to places, such as The Grosvenor Museum in Chester and World Museum in Liverpool, to bring their history learning to life and to add to their ‘cultural capital’.
At Townfield we want our pupils to develop an appreciation of history through an enquiry-based approach. The curriculum is organized into five key areas: chronology, historical knowledge and understanding, interpretations of history, historical enquiry and communication. We want our pupils to investigate and interrogate a range of historical evidence and sources, and to consider cause and consequence when looking at historical events, discussing how particular actions have influenced events and shaped their world.
Knowledge and skills are constantly revisited and refreshed to ensure that they become embedded. Moreover, to further their understanding of history, and to enhance their communication in both oral and written forms, subject specific vocabulary is taught explicitly within every lesson.
We have created end points for each topic and milestones for the end of each year to show what pupils should know and should be able to do. These are assessed against at the end of each unit. As the children revisit each strand, either in the same year or in subsequent years, their teachers will know what prior learning should have taken place. These milestones have been created to ensure a meaningful progression of skills across the school.
Through the teaching of history at Townfield, we provide children with important life skills. Furthermore, we aim to promote through history our core values of respect, responsibility and resilience. Indeed, as they learn about the diversity of human experience, and reflect more about themselves, what they learn about the past can help shape their own decisions, attitudes and values in the future.
Year 1: Explorers
Year 1 researched the stories of Columbus and Neil Armstrong. They compared these two explorers and reflected on what it must be like to venture into the unknown.
Year 2: Great Fire of London
Year 2 pretended to be eyewitnesses to the Great Fire of London. (The conversations took place in the local tavern.)
Year 3: Romans
Year 3 considered what it would be like to serve in the Roman army and to face an enemy as fierce as Boudicca.
Year 4: Tudors
Year 4 wondered how they would advise Henry regarding his first divorce. They also wrote a personal advert on his behalf to help him find a suitable wife.
Year 5: Victorians
Year 5 researched what it was like to live in the Vistorian era, especially as a child. They also reflected on the different perceptions of Victoria, considering the reliability of the various sources.
Year 6: World War II
Year 6 researched the roles of women during the war. They also considered the use of propoganda as part of the war effort.
They have been exploring the history of their lives and how they have grown up and when they were younger they were babies. This term they have also been looking at Rememberance Day, creating paintings and exploring the represenation of the poppy.
In History, Year 1 explored Seaside holidays in the past. As part of this unit we observed different souvenirs. We sketched them and wrote about where they were from, what they were made from and what they were used for. We also explored New Brighton Now and Then and were very surprised to learn how different and busy it used to be in its heyday!
This term they have been exploring the Anglo Saxons and the Scots.They have had the opportunity to use artefacts to help build a picture of what Anglo Saxon life would have been like and how different it is from ours. They have also learned how both the Scots and Angles invaded Britain and settled in areas such as Northumbria.
They have been looking at the key events within the Ancient Greeks. They have explored the Greek olympics, the Trojan War and Alexandra the Great.
This term we have discussed Mayan Trade and how the civilisation lasted so long. We carried out our own research using the following questions as a starting point: Why did it become important to trade? What did they trade? Who did they trade with? How far did their goods travel? How did they transport their goods? How were they paid?