History

Curriculum Statement

At Rainford CE, we believe that History should inspire pupils’ curiosity about the past as they gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Through appreciation of the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, pupils will learn to recognise the importance of commonalities and celebrating differences.

By the end of their time with us, our children will have mastered the stories of our St Helens and Rainford communities and the events that have formed and shaped our locality in order to develop their deep knowledge of, and respect for local history.

Intent

Implementation

Following the National Curriculum, each unit focusses on a key historical concept: Significance, Continuity and Change, Cause and Consequence and Similarity and Difference. These concepts are repeated over time so that children deepen their understanding across a range of historical contexts.

In KS1, pupils focus on local history in Year 1 so that they can relate the learning to their own experiences of the local area. We chose to start the year with a focus on toys to link to their EYFS curriculum and because they will still be accessing continuous provision at this point in the year. It also links to the DT and computing for that term. They then study the chronology of transport which is highly significant in our local area given the close proximity to the Leeds/Liverpool canal, 2 international airports and the local Rainhill trails and Rainford Linear train lines and the Liverpool Docks.

In Year 2, pupils focus on national history and the significance of Remembrance Day, the cause and consequence of the Great Fire of London and the similarities & differences between Christopher Columbus, Shackleton and Neil Armstrong. Remembrance Day was chosen as a focus historical event beyond living memory as pupils partake in this memorial each year, both in school and in the local community, so we felt it was important that they understand the cause of this memorial. The Great Fire of London was chosen as the other event beyond living memory because we felt that, living in the north of England, our pupils are less likely to hear about this event in local museums etc, so we wanted to ensure that they have an understanding of this pivotal national event.

In Year 3, pupils study British history, namely the changes in Britain from the Stone Age to the Iron Age and the impact of the Roman empire on Britain. To ensure depth of understanding of continuity and change in such a vast topic, we have chosen to cover Stone Age to Iron Age Britain over 2 half terms.

In Year 4, pupils focus on Ancient Civilisations. We chose an in-depth study of Ancient Egypt as a result of pupil voice and passion for the subject. This topic also allows for essential experiences locally with both Liverpool and Manchester museum housing permanent Egyptian exhibits. This is followed by a study of Greek life and their influence on the western world, in accordance with the National Curriculum.

In Upper Key Stage 2, pupils firstly study Ancient Islamic civilisation. Being a predominantly white British Christian school, we purposely chose for our children to learn about Ancient Islam in their non-European study to build pupil’s cultural capital in an area which they, predominantly, have little external experience of.  Within this cycle, pupils will then cover an in-depth study of Britain’s settlement by Anglo-Saxon, Scots and Vikings. To ensure depth of understanding of continuity and change in such a vast topic, we have chosen to cover Stone Age to Iron Age Britain over 2 half terms.