History

Welcome to History at Richmond Hill Primary Academy

Lead by Gemma Knott

Intent         

At Richmond Hill a huge priority is to encourage the children to develop their understanding and knowledge of the world and for them to ascertain their place in it. The aim of the history curriculum at RHPA is to ensure that all of the children have access to high quality first teaching which will enable them to gain a coherent knowledge and understanding of British history and the wider world. The rationale behind this is to inspire the children’s curiosity about the past and to understand how life has changed up until the present day. To help them appreciate how people lived, the challenges they faced and how this has all impacted on the modern day. The curriculum is designed to develop knowledge and skills which are not only transferable to different subject areas and year groups at RHPA but also into secondary and beyond.

Implementation

At Richmond Hill, the children are taught about different subject areas using the Cornerstones programme of study. The idea is that each year group studies 6 different ‘knowledge rich projects’ (KRPS) each year. Although each project has its own ‘subject driver’ i.e. history, geography, art and DT etc … there are sessions within the projects which focus on other subject areas which makes learning more cohesive and purposeful for the children. These projects all start with a ‘memorable experience’. This could be anything from a school trip, to a dress up day to inviting someone into school to share their knowledge and experiences (virtually – of course!). The lessons are well-structured and sequential and the children are encouraged to develop, innovate and express their learning in a variety of ways.  

History is taught with high expectations through these knowledge rich projects and learning is sequential. This means that children will come across the same areas of learning i.e. settlements in different projects and in different year groups for example ‘settlements’ appears in the ‘Childhood’ project in Year 1 and again in year 4’s ‘Traders and Raiders’ project. This allows the children to retrieve their prior knowledge and apply it to their new learning while simultaneously building upon it to achieve a greater depth of understanding. The rationale behind this approach, according to our own research-based evidence, is that learning is more effective when ‘spaced’ rather than ‘blocked’.

Our local area is also utilised as much as possible as there are some important historical sites within Doncaster which provide an invaluable insight into how people used to live here and give the children a new appreciation of where they live. In fact, Conisbrough castle is one of the best preserved examples of a Norman keep in Europe and has, in previous years, been a well-loved school trip.

We always welcome parents and carers to take part in learning and experiences and really appreciate it when their knowledge and experiences are shared with the children.

Early Years

Early Years explore historical themes and content predominantly through the Understanding of the World strand of the EYFS curriculum. The history curriculum all starts by giving the children opportunity to explore their own life-story and their family’s history. The children then move onto looking at figures, events and settings from the past through stories.

KS1

Throughout KS1 the children will continue to build on the learning from EYFS by taking part in projects such as ‘what do you remember?’ During their time in KS1, there will be a focus on changes over time and the children will be introduced the concept of timelines which will be revisited in different projects throughout year 1 and 2. The children will investigate settlements, look at historical artefacts and learn about significant people and events (this will include looking at important local people). They will also compare and contrast schools today (including our own school) and schools in the Victorian era in year 1 and will then move onto looking at jobs in the past in year 2.

Year 1

Year 2

Childhood – Term 1

  • Geography - Settlements, changes over time
  • History - Historical artefacts; Timelines; Everyday life and childhood in the 1950s; Significant events – Queen's coronation, Enquiry
  • Science Investigations- What can you remember?

Movers and Shakers – Term 2

  • Geog – Historical landmark, significant places
  • History – historical models, exploring significance, local historically significant person, historical vocabulary, chronology and timelines, historically significant artists, activists, explorers, monarchs and scientists, facts and opinions, memorials, significant people – Captain James Cook, Christopher Columbus, Claude Monet, Elizabeth Fry, Emmeline Pankhurst, Florence Nightingale, Henry VIII, Isaac Newton, Joseph Lister, Mahatma Gandhi, Marie Curie, Martin Luther King Jr, Mary Anning, Neil Armstrong, Paul Cezanne, Queen Victoria, Roald Amundsen, Rosa Parks, Vasco de Gama, Vincent Van Gogh, William Shakespeare

 

Moon Zoom – Term 1

  • History – Significant people- Astronauts, changes with living memory

Magnificent Monarchs – Term 3

  • History – historical vocabulary, historical periods, timelines, power and rule, historical artefacts, significant people –Alfred the Great, William the Conqueror, Henry VIII, Elizabeth I, Queen Victoria, Elizabeth II, Bayeaux tapestry, Feudal system, Actions & impact, Historical models

Bright Lights, Big City – Term 2

  • History – Monarchy, significant event – Great Fire of London
  • Settlements

Coastline – Term 3

  • History – jobs in the past, Significant people-Captain Hook
  • Changes over time - tourism

 

Splendid Skies – Term 3

  • History – Significant individuals- Sir Francis Beaufort

 

School Days – Term 3

  • Changes over time
  • History – Historical vocabulary, Historical artefacts, timelines, present day schools, our school, Victorian era, Victorian schools, significant people – Samuel Wilderspin

 

Lower KS2

Throughout Lower KS2 the children will continue to build on their understanding of chronology from EYFS and KS1 and will revisit their knowledge of timelines. The children begin in Y3 looking at prehistory (Stone Age, Bronze Age and the Iron Age) and will again look at types of settlement. The children then move onto looking at the Roman Empire and its origins. Y3 also continue to look at history in the local area by completing projects such as Urban Pioneers where the children take part in a local history project.

This learning is then picked up again in Y4 where the children develop their understanding of the Roman Empire and investigate its impact on Britain. We then move onto the invasion of the Angles, Jutes and Saxons from Europe and their assimilation with the native population to form the Anglo-Saxons before moving onto the Viking and Anglo-Saxon era. Throughout these projects the children are reintroduced to significantly important individuals i.e. Boudicca and Alfred the Great. In the final project ‘Blue Abyss’, Y4 learn about 19th Century sea exploration which is linked to their text ’30 000 Leagues under the Sea.’

Year 3

Year 4

Urban Pioneers – Term 1

  • History – Local history study

I am Warrior – Term 1

  • History – The Roman Empire and its impact on Britain

 

Rocks, Relics and Rumbles – Term 1

  • History – Significant people- Mary Anning, Pompeii

Traders and Raiders – Term 2

  • History – Anglo Saxons and Vikings

Through the Ages – Term 2

  • History – historical vocabulary, Prehistory, Stone Age, Bronze Age, Iron Age, Chronology and Timelines, Everyday life, Tools and weapons, Settlements, Stonework and Metalwork, Religion and Beliefs, Wealth and Power, Invention and ingenuity, Evidence and Enquiry

Blue Abyss – Term 3

  • History – 19th century ocean exploration

 

Emperors and Empires – Term 3

  • History – Chronology, everyday life in ancient Rome, Founding of Rome, Power and rule, Roman Empire, Significant Emperors, Social hierarchy, Roman army, Roman invasion of Britain, Significant people – Boudicca, Everyday life in Roman Britain, Romanisation of Britain, Roman withdrawal, Roman legacy

 

Upper KS2

Throughout Upper KS2 the children continue to build on their prior knowledge of chronology from KS1 and Lower KS2. They carry on using timelines to map out significant events and are encouraged to develop their independent research skills further. The theme of looking at significantly important people from history is carried into UKS2 where they children continue to explore the impact these individuals have had on our understanding of the world.

The children move on from early British history in years 3 and 4 to the Tudor period in the topic ‘Off with her head! ‘in Y5. They also look changes which have happened over the past century in ‘Time Travellers’ and at the 1960’s ‘space race’ in ‘Stargazers’. Finally, the children learn about the ‘dig for victory’ campaign in World War 2 in their ‘Sow, Grow and Farm’ project.

In Y6, the children explore evolution and inheritance examining the work by individuals such as Charles Darwin and Mary Anning. They also continue looking at more recent history and complete a project centred around the second world war and the history of computing.

In addition to exploring British history, the child also study the Ancient Egyptians in Y5 and the Ancient Maya in Y6.

 

Year 5

Year 6

Stargazers – Term 1

  • History – Significant individuals -   Galileo Galilei, Isaac Newton; 1960s space race

 

Hola Mexico! – Term 1

  • History – Ancient Maya civilisation

Pharaohs – Term 2

  • Ancient Egypt

Frozen Kingdoms – Term 2

  • Polar exploration, significant people= Robert Falcon Scott, Ernest Shackleton, Significant events – Titanic

Off with her Head! – Term 2

  • History – The Tudors

Tomorrow’s world – Term 2

  • History – History of computing

Time Traveller – Term 3

  • History – Changes over the last century

 

A Child’s War - Term 3

  • History – Second World War

Sow, Grow and Farm – Term 3

  • History – Dig for victory

Darwin’s Delight - Term 3

  • History – Significant individuals – Charles Darwin, Mary Anning

Impact  

Evidence of a broad and balanced curriculum can be found in books and pupil voice demonstrate children’s acquisition of identified key knowledge. At the start of each project, teacher’s share a ‘knowledge organiser’ with the children which outlines key information and concepts which they will explore further. These are then referred to throughout the projects and the children are encouraged to use them in the sessions. These knowledge organisers are then used as a tool to help the children review and reflect upon what they have learned after completing the project compared to what they knew beforehand. In addition to this, historical understanding is further monitored through quizzing and assessment for learning strategies.

The majority of subject areas are delivered through cross-curricular projects; this carefully crafted curriculum has been designed so that historical learning is sequential and children have lots of opportunity to revisit and activate prior knowledge. As the children progress through school, they graduate from exploring their own history and place in the world, to local, British and world history. This building upon prior knowledge, activating of retrieval skills and ‘spaced learning’ helps to ensure that learning is embedded in the long term memory and so better prepares the children for the next steps in their learning journey.

Get in Touch

Richmond Hill Primary Academy

Melton Road, Sprotbrough, Doncaster, DN57SB

01302 782421

@RichmondHillPA

Student Login

STAFF LOGIN
PARENT LOGIN
SCHOOL BLOGS