The 2014 Primary National Curriculum Name Title. The new history curriculum 2014 No one way of organising the curriculum. Chronology and narrative are.

The 2014 Primary

National Curriculum

Name

Title

The new history curriculum 2014

•No one way of organising the curriculum.

•Chronology and narrative are key elements

•Focused on elements that broaden pupils knowledge of

history.

BUT

•Skill development a major driver

•Links between elements / content provides opportunities to

explore history.

•Doesn’t throw the baby out with the bathwater. 2

British HistoryPupils should be taught the following: • changes in Britain from the Stone Age to the Iron Age

• the Roman Empire and its impact on Britain

• Britain’s settlement by Anglo-Saxons and Scots

• the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

• a local history study• a study of an aspect or theme in British history that extends

pupils’ chronological knowledge beyond 1066

European and World History

Pupils should be taught the following:

• the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

• Ancient Greece – a study of Greek life and achievements and their influence on the western world

• a non-European society that provides contrasts with British history - one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

Quick summary of the changes

New content• The Stone Age to the Iron Age • Thematic or turning point study• Ancient civilizations and non European study

Deleted content• The Tudors• Victorian Britain or Britain since 1930

• The attainment target

The challenges

6

The challenges ahead

How are you going to resource the new content?

Where are you going to fit in the extra content you have to teach (9 studies/units /topics instead of 6)?

How are you going to create a coherent key stage plan that develops children’s chronological understanding across KS2?

Will you still be able to teach the Tudors, Victorians, Britain since 1930?

How are you going to measure children’s progress in history?

Developing schemes …So how do we organise the content to create

schemes of work that:

• fire pupils' curiosity and imagination

• develop pupils’ understanding of history at personal, local, national and international levels

• help pupils to ask and answer meaningful questions

about the past

• enable pupils to make connections within and across different periods and societies?

Studying content in overviews and depth studiesOverview studies (enquiries)

that enable children to develop a broad knowledge and

understanding of the main events and people across a long

time span, develop a sense of period/era, and identify the

links and developments.

Depth studies (enquiries)

that enable pupils to immerse themselves in the rich detail

of the past through exploring some of the key events,

people or changes and making the big ideas and stories

more memorable.

Examples

10

Examples after Jerome Freeman

Overview: What is history?How do we find out about the recent past?How do we find out about the past a very long time ago?Why is life so different?

Year 3

Characteristic features

Interpretations Evidence Change & continuity

Examples after Jerome Freeman

Overview: Ancient CivilisationsWho were the Ancient Egyptians & Greeks?How was life in Ancient Egypt & Greece different from life today?What have Ancient Civilisations ever done for us?

Year 4

Evidence Characteristic features

Cause & consequence

Significance

Examples after Jerome Freeman

Overview: the Invaders & Settlers Who were the Romans, Scots, Anglo-Saxons and Vikings?Why did they invade and settle in England?How similar was life like in other parts of the World?

Year 5

Change & continuity

Evidence Interpretations Cause & consequence

Examples – after Jerome Freeman

Overview: Why did the Industrial Revolution matter?What was the Industrial Revolution?How much did people’s everyday lives change in this period?What did the Industrial Revolution do for us?

Year 6 (Version 1)

Cause & consequence

Significance Evidence Change & continuity

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Primary Colour Palette

Secondary Colour Palette – To be used only as an extended palette to colour graphs/bar charts etc