"A people without the knowledge of their past history, origin and culture is like a tree without roots’. Marcus Garvey

At Fremington, we believe our history curriculum should provide answers and provoke questions that the children have about the past. Our curriculum develops our student's understanding of history by progressing from living memory to prehistorical events to making links between historical periods. The children develop a greater understanding by enquiry-based learning, which allows them to ask questions and investigate historical periods and develop skills to enable them to work as historians. Throughout our students' years at Fremington, they build on prior concepts and skills to create a rich and deep understanding of the history around North Devon and the wider world. History at Fremington explores engaging topics and is thought-provoking by learning current and relevant historical events and investigating history from different viewpoints. The learning teaches critical thinking and evaluative skills that prepare our students for their steps beyond Fremington and the rest of the 21st Century. We plan to achieve this through a history curriculum that is taught through 7 key concepts:

· Chronology – understanding the time of events in history and making connections between periods.

· Continuity and Change – Understanding how their lives are different from those in history, recognises how history has changed during a period and makes connections between periods.

· Cause and Consequence - Understanding how events happened and the impact that they caused

· Similarity and difference – Understand the difference and similarities between cultures at different times.

· Significance – Understanding who is essential in historical periods and what makes people or events significant.

· Interpretation and perspective – Understanding that different versions of the past may exist

· Reliability – Understanding how to explore a range of sources and recognise that some are more reliable than others.

We aim for our students to make sense of the past and think about the impacts our history might have on our future.

"The more you know about the past, the better prepared you are for the future." Theodore Roosevelt

Our Historical Enquiries...

Why were these units of work selected?

For the year 1 unit we have chosen a history topic that introduces the conceptual themes to the children in a historical context that is familiar to the children. By selecting Fremington as our historical location the children are exploring historical changes that they are a physical part of. This will help with the abstract nature of historical changes. By also limiting the change to the previous 70 years it will ensure that there are primary sources that the children are able to access and will also enable children to talk to family about historical changes in the last 70 years. By also looking at the previous 70 years it exposes children to chronology but not over time periods that may be abstract to year 1. The unit will also link to Awra Amba in the spring term where the children will look at community in Fremington. This unit will provide background knowledge to Fremington as a place to live.

The year 2 unit will build on skills, concepts and knowledge from the previous year. By selecting Francis Drake we are focusing on one historical figure as oppose to a whole historical time period, this is to avoid the abstract aspect of chronology over hundreds of years. We are also selecting an historical figure that is pertinent to the children’s location and building on the history from the previous year of being able to expose children to physical sources. It also is the children’s first introduction to morality in a historical context and developing opinions based on evidence, a philosophical concept the children will encounter throughout history in education.

Year 3 is the first unit where the children are introduced to a historical time period as opposed to significant events or time periods in history. The children will be exploring the transition from Neolithic humans to the first early civilisations. This unit will build on the children forming opinions in history from year 2 and continue with developing opinions in history. The children will explore historical changes over a significant period of time and explore positives and negatives to those aspects. The children will also be exploring more secondary sources during this unit due to its time in history and explore the concept reliability and significance of sources.

Year 4 is the children’s first introduction to the classical civilisations and builds on their understanding of early civilisations from year 3. It also introduces the relationship between history and the impact it has in the current day. Children will build on their interpretation and perspective of sources and exploring the reliability and significance of secondary sources. This unit also allows flexibility between classical historical periods studied at both Park and Pilton to ensure that children are taught a range of classical civilisations.

This unit builds on relationship between history and the impact it has in the current day looking at the history of the previous British Empire and the significance of that has on world politics today. The children will have prior knowledge of the significance between nations of the British Empire from exploring the Hindu migration in year 3 in geography. The children will build on historical concepts from the previous historical units and will be moving onto the abstract of linking history in chronology to the modern day.

This unit will explore History from another viewpoint, and the impact that events have over time. The children will go on a journey through the eyes of German citizens from World War 1, the rise of the Nazi party and into WW2, the end of WW2 and into the Cold War culminating in the fall of the Berlin Wall. This unit will develop their sense of empathy by looking at how propaganda has an impact on people’s viewpoints and how desperate people were during these times. We selected this unit as history at both Park and Pilton teach WWI and WWII and we wanted to teach a complex unit at the end of KS2 that allowed the children to challenge their preconceived thoughts on nations linked to WWI and WWII by exploring the history between and after the two wars.

Why an enquiry approach? 

The rationale behind an enquiry as a key pedagogical tool for the teaching and learning of history is based on:

i. It enables children to think and picture themselves ‘as a historian’.

ii. It immerses children in a core process of researching and ‘discovering’ history.

iii. It links conceptual development to new knowledge thereby deepening understanding of the subject.

iv. It supports a logical planning framework to enable teachers to develop history sequences and to make connections across these sequences.

Throughout our units of work, the children develop the following enquiry skills: ability to ask questions, predicting, exploring how to find answers, research and gathering of evidence, evaluating and justifying, communicating about their enquiry. 

Our progression document (top of the page) outlines how these skills are developed from Early Years through to the end of Year 6. 

Historical Concepts 

The historical concepts provide the scaffold upon which children can attach new knowledge and make sense of it within their own schema. This enables them to make connections across different time periods that allow them to understand history more deeply through the comparisons and analysis they make.

The following key concepts within history are revisited within our units of work: chronology, continuity and change, cause and consequence, similarity and difference, significance of events/people, interpretation and perspective, reliability. 

Our progression document (top of page) outlines how these concepts are developed over time from Early Years through to the end of Year 6. 

Mr Tom Dunn

Mr Tom Dunn

Mr Dunn is one of our Year 6 teachers. He is also our History and Geography Subject Leader

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