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History

The History curriculum at Hawthorn Tree covers a broad and exciting range of topics to support and engage children in historical enquiry and discovery.

We believe that our five curriculum drivers are an inherent part of our History curriculum.

In History children learn about resilience by discovering how Florence Nightingale and Mary Seacole overcame significant challenges to help soldiers in the Crimea where they were then able to show compassion for others.

The study of WWII and the Holocaust, the discussions about ethnicity and diversity in Y6 show how important it is to know about the ‘mistakes’ of the past so they are not repeated.  To know how people were treated because of their race, skin colour, gender or background is an empowering facet of our curriculum and supports the development of empathy and compassion in our pupils.

The study of the local area enhances the importance of understanding ‘where I am from’, generating a respect for the local area.  The children study local architecture and learn about how the local environment has been shaped.  In Y1 children learn about the ‘Stump’ and its importance as a local landmark.  In Y4 children are taught about the Pilgrim Father’s and how/why they made their epic journey – learning about their resilience and garnering a new respect for others and the hardships that they faced.

Children learn about ancient civilisations and how their innovations have changed the shape and path of Britain’s and the world’s development.

 

 

Year

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 

 

1

Local history study

 

Boston Stump

 

Lives of significant individuals

The Victorians -

Homes in the past

 

 

Study of events beyond living memory

Sea side holidays in the past

 

2

 

Local history study

 

Windmills and farming

(linked with Rand farm trip)

Significant historical events

The Great Fire of London

 

Lives of significant individuals

Florence Nightingale and Mary Seacole

 

 

 

3

 

 

 

(prehistoric GB and Ancient Egypt)

Significant period in GB history

Pre-historic Britain

 

Ancient civilisation

 

Ancient Egypt

 

 

4

Local history study

 

The Pilgrim Fathers

 

Contrasting non-European society

The Mayans

 

Significant period in GB history

 

The Roman invasion

 

 

 

5

Significant period in GB history

 

Anglo-Saxons

 

Themed study of GB history

Leisure and entertainment in the 20th century

 

Ancient civilisations

 

Ancient Greece

 

 

 

6

Significant period in GB history

World War II

Significant period in GB history

Local history study*

World War II

 

 

Chronology

Crime and punishment

Chronology of C and P

Race and discrimination

(Civil rights movement)

 

Significant period in GB history

Significant period in GB history

Vikings study/focus week

 

 

History Skills Progression

 

 

Term 1

 

Term 2

 

Term 3

 

Term 4

 

Term 5

 

Term 6

 

Year 1

Intent

History- local area

To find out about an important historical building in Boston.

 

Implementation

 To find out about the local area (St Boltoph’s church/Boston Stump).

To know some facts about ‘The Stump’.

 

To understand what a landmark is - Making a junk model church to reinforce the concept.

 

Intent

The Victorians

To be able to compare and contrast aspects of Victorian life with modern life.

 

Implementation

During a school Trip to The Village:

Children will develop an awareness of the past through looking a range of primary and secondary sources (toys, household items etc).

Chn will actively compare/contrast artefacts to their own/ present day experiences.

Making reference to Queen Victoria for the Victorian period.

 

The trip to The Village will expose the children to different ways of life and will enable them to understand the difference between ‘old’ and ‘new’, ‘past’ and ‘present’.

 

 

 

 

 

 

 

 

 

 

Intent

Seaside holidays in the past

To be able to compare/contrast holidays now and in the past.

 

Implementation

Chn will learn about seasides in the Victorian times.  They will know about different types of entertainment, journeys/transport and why/how people went to the seaside. These are compared to present day types of entertainment, journeys/transport and why/how people visit the coast.

TRIP – to a beach for a picnic. Mablethorpe? (try to organise a punch and Judy show on the beach)

 

Making a punch and Judy show.  Re-enact the popular Victorian puppet show to show to other classes/chn and be able to say what it is and where people in past may have viewed it.

 

 

 

 

 

 

 

Year 2

Intent:

Local History, farming and mills.

Children to understand that Lincolnshire and particularly Boston is a farming community

 

Implementation

Children to look at images of farming from the past and discuss/compare with today.

Children to know what farming equipment was used in the past.

Through video and images children compare machinery from the past today, label images and write explanations of how things worked.

(Cross curricular with English and DT) children will know how bread is made from harvesting the wheat.

Through videos and field trips children will learn how bread is made today and how it was made in the past.

Children will know how butter is made.

Children will watch how butter is made and then attempt to make some by hand.

Children to know what an evaluation is.

Children can write about bread and butter making and explain what they did and how it would be made easier with machinery used today.

 

 

Intent:

The Great Fire of London.

To understand history timelines and where the fire took place.

 

Implementation

Children will look at maps of London to understand where the fire took place and to know when by looking at history timelines.

Chn will understand the main events of the fire.

Children look at video and books then sequence the events of the GFL chronologically.

Children will know and understand why the fire spread quickly.

Look at building structures and discuss/compare with buildings today to reinforce the concept.

To know that Samuel Pepys kept a diary of events including the GFL.

Children will look at features of a diary and create their own for the fire of London.

To know what a newspaper report is (English link).

Children will look at newspaper headlines and discuss what may have been reported about the fire.  Children will write own report using factual info about the GFL.

To understand that London had to be rebuilt and how it was made safer.

Children look at structures of buildings today and note differences. 

Fire safety talk.

 

 

 

 

Intent:

Florence Nightingale.

To understand how we find out about famous people from the past

 

Implementation

Children will use books and ICT to research Florence Nightingale and look closely at image.

To know about Florence Nightingales early life and be able to pick out some key features.

Children look at books and internet to find out about what it was like growing up in Victorian times – compare/contrast to growing up today.

To know what the journey was like for Florence and the nurses to the Crimean.

Children look at and discuss transport in Victorian times and look at information about the journey – write about the journey from a nurse’s perspective (empathy).

Children to know some of the changes Florence made to the hospital in Scutari.

Children use images to compare hospital before Florence arrived and after.

Children to compare the life of Mary Seacole and Florence Nightingale.

Children watch video and look at books about Mary Seacole and say how she was similar/different to Florence Nightingale (comparing her childhood, medical background and training, how she was treated, how she helped the soldiers in the Crimea and her later life on return home).

 

 

Year 3

 

 

 

Intent

Prehistoric Britain

To know how to complete timelines to show where prehistoric times and Ancient Egyptian are.

 

Implementation

  • To create and use time lines  so children know where prehistoric and Ancient Egypt are in comparison to other significant historical events/times.
  • To know what prehistoric means.
  • To find out about human civilisation and the Palaeolithic period.
  • To find out about people who lived in the Mesolithic period and compare to Palaeolithic period.
  • To learn about Stonehenge and the Neolithic period: creating a poster to show understanding.
  • To know how people lived in the Bronze Age.
  • To know how people lived in the Iron Age.
  • To compare the Stone Age to modern day.
  • To use photos from secondary information to support understanding and knowledge.
  • Use BBC website for information on what it was like during the Stone Age.
  • Write in role as a hunter.
  • Sketch tools from the Neolithic period.
  • To know about Skara Brae and ask questions about it to further understanding.

Cave painting (linked to Art

 

 

 

 

 

  • To learn about Stonehenge and the Neolithic period: creating a poster
  • To find out how people lived in the Bronze Age
  • To find out how people lived in the Iron Age
  • To compare the Stone Age to modern day
  • To know/ understand the changes from the Stone Age to the Iron Age.
  • To use local aerial photos and discuss why they are useful from a historical perspective.
  • Use secondary sources about the Amesbury Archer to help with inferences about Bronze Age life.
  • Instructions -  ordering/

Sequencing for making Bronze.

  • Compare life at home between now and the Bronze Age.
  • Compare burials using secondary sources – photos
  • Learn about Stonehenge and its theories.
  • Make a diagram of Stonehenge to support understanding.

 

 

 

 

 

 

Intent

To find out what Ancient Egypt (AE) was like

 

Implementation

  • To use posters and clear lettering for new complex vocabulary linked to the topic such as civilisation, society, development, culture and technology.
  • To know why Pharaohs and Gods were important in AE: design an Egyptian death mask (art link)
  • To know how and why the Egyptians built the pyramids: diary entry using five senses, adjectives and similes to describe.
  • To know why the River Nile was important in Egypt.
  • To be able to learn and use some Hieroglyphics.
  • To use visual literacy to inform understanding.
  • Design Egyptian jewellery (linked to DT unit)
  • Use secondary sources to look at Egyptian writing including the Rosetta stone.
  • Write poems based on the pyramids.
  • Build pyramids from sketches.
  • Use BBC film to learn about famous Egyptians.
  • Learn about Gods and Goddesses in Egyptian worship such as Osiris – link to English myths
  • Complete comic strips linked to stories of Gods and Goddesses.
  • Use dance to tell the story of Osiris and Seth.
  • Write instructions for mummification and know why AE performed this process.

 

 

 

 

 

 

 

 

Year 4

Intent:

To share factual knowledge of historical periods studied for local, British and world history.

To suggest possible consequences for events.

To identify significant changes that occurred during each period studied.

To demonstrate understanding of chronological order through sequencing periods studied.

To answer questions based on a range of sources and extend answers beyond observation.

To use information and evidence from a range of sources to investigate lines of historical enquiry.

 

Implementation

Range of tasks to support knowledge acquisition about the Pilgrim Fathers.

  • Cloze text activities based about famous local landmarks relevant to Pilgrim Fathers.
  • Write a paragraph about a different stage of the Pilgrim Fathers story.
  • Create a timeline of the Pilgrim Fathers story.
  • Orally retell the Pilgrim Father’s story.
  • Retell the Pilgrim Father’s story using Grammar objectives.

Visit Boston Guildhall

 

Intent:

To share factual knowledge of historical periods studied for local, British and world history.

To suggest possible consequences for events.

To identify significant changes that occurred during each period studied.

To demonstrate understanding of chronological order through sequencing periods studied.

To use information and evidence from a range of sources to investigate lines of historical enquiry.

 

 

Implementation

Range of tasks to support knowledge acquisition about the Mayans.

  • Retell Mayan civilisation creation story.
  • Order significant Mayan events on a timeline.
  • Understand how Mayans were discovered (Frederick Catherwood)

 

 

 

 

 

Intent:

To share factual knowledge of historical periods studied for local, British and world history.

To accurately use historical terms relating to time across several periods.

To suggest possible consequences for events.

To identify significant changes that occurred during each period studied.

To demonstrate understanding of chronological order through sequencing periods studied.

To construct historical periods based on periods studied.

 

Implementation

  • To know about Roman life and create an Estate agent listing to advertise a Roman Villa.
  • Create Top trumps card game about the different Roman Gods and Goddesses to showcase knowledge and understanding of each.
  • Create a class timeline outlining where and when events in the Roman Empire took place to develop a sense of chronology.
  • Roman day- learn about the Roman army, recreate battle formation, understand the importance of archaeology, know what the Romans brought to Britain - to use positional language, shape, direction and angles.
  • Design and make a Roman shield
  • Create an advertising poster for Roman chariot races.

 

 

Year 5

Intent

Anglo-Saxons: To know how their actions shaped our nation. Culture and chronology of events. Use historical terms and a range of sources.

 

Implementation

  • Understand who invaded Britain and where the Anglo Saxons came from.
  • To know that the Anglo Saxons had a different language composed of runes.

To know what a day in an Anglo Saxon village looked like and know about their life and culture.

 

Intent

Anglo-Saxons:  Know how their actions shaped our nation. Use historical terms and a range of sources.

Explain changes and consequences. Make their own

 

Implementation

  • To know about the Viking raids.
  • To understand religion during Anglo-Saxon times and how that differs from a modern day Britain.

To learn about the Stamford Bridge & Hastings.

 

 

 

 

 

Intent

Leisure and Entertainment: To be able to explain the chronology of changes studied.

To be able to explain the impact on culture and lifestyles.

To be able to use historical terms.

To use a range of sources and evaluate their worth.

To be able to pose and answer questions on changes and consequences.

To make their own written narrative to show their understanding.

 

Implementation

  • Changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century.
  • Children to have an understanding of 20th century leisure and entertainment such as the cinema, holidays, music, dance, television and technology and be able to compare these to a modern day equivalent.

 

 

 

 

 

 

 

 

Intent

Ancient Greece: To be able to describe aspects of Greek life and culture and how it has gone on to shape our own.

To be able to order the events chronologically.

To use a range of historical terms and sources.

To explain changes and their consequences.

To produce their own written narrative to show their understanding.

 

Implementation

  • Children to produce a detailed study of Greek life and achievements and their influence on the western world.
  • To have an understanding of Ancient Greece with regards to ideas, culture, democracy, city states, the Olympics, Greek Gods, the battle of marathon and the Trojan war.

 

 

 

 

 

 

 

 

 

 

Year 6

Intent:

To know about World War II

Implementation

  • The Outbreak of war – chn to discuss.
  • Explain why WW2 began and order events from early WW2 on a time line chronologically
  • To know about evacuation and why it was important. (Letter writing)
  • To explore and now and about the different roles of Women in WWII
  • To research and find out about Women’s war time jobs (non-chronological report)
  • Describe what was entailed in detail
  • Battle of Britain, continue to develop a secure knowledge and understanding of British, local and world history.
  • Summer homework task; research WW2 in Boston and make comparisons to national and international history related to WW2.

 

World War II

Contd.

Implementation

  • The Holocaust – to understand and empathise with the Historical and moral implications of the Holocaust.
  • Anne Frank diary study – chn to know that this is a real account of one person’s experience of a much larger historical event.

(Biography writing)

  • Remembrance Day (Poetry) – to know why we remember.

Consequences of historical decisions.

 

 

 

 

 

Intent:

Race and discrimination

Implementation

  • To know what Race and Discrimination means.
  • To know how people can be discriminated against.
  • To know and understand the term segregation and how different ethnicities were treated.

(Diary Entry)

(Non-Chronological Report)

  •  To know about the Civil Rights Movement and the Apartheid. 
  • To know about key figures of world histories who stood up for what they believed in: Rosa Parks, Martin Luther King, Nelson Mandela, The suffragette movement.

(Biography)

 

Intent

The Vikings (focus study)

  • Explain when and where the Vikings came from.

(Vikings Raiders and Invaders – Timeline)

  • To understand what it was like to be a Viking Warrior.

(Viking workshop)

  • Comparison of how kings in Britain dealt with Viking invaders.
  • Identify and explain why aspects of Viking life differed.
  • Danegeld

(Poetry)

 

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