Why do we learn history?
At Ark Conway, pupils learn and practise key history skills from Reception to Year 6. Pupils will leave primary school equipped to engage in thoughtful perspective taking, explain the causes and effects of key events, draw connections between historical moments, evaluate different interpretations of history based on evidence and explain how societies can change over time.
Through their study of the past, students will build their chronological understanding of British history from the Stone Age to present day. They will also secure key knowledge about a number of ancient civilizations.
With these key skills, our pupils are empowered to be active citizens and to contribute to both their local and global communities.
Our approach
All students at Ark Conway receive a knowledge-rich, comprehensive history curriculum that is strategically sequenced to ensure students are developing as historians within and across years.
Historical thinking skills are embedded in each history lesson. Students hone these skills through a rich curriculum that calls on them to read rich texts, analyse challenging primary and secondary sources and express their understanding through writing, verbal discussions and drawing.
Each half term, students also engage in Wonder Days and school trips, to dive deeper into the core skills and content.
Year 1
| Autumn 1 | Autumn 2 |
|---|---|
| We will begin our journey of understanding the past by studying objects and places that are familiar to us centred around the theme of Toys Through Time. We will be able to distinguish between old and new and how toys have changed. We will develop our understanding of chronological order and how to order artefacts on timelines. |
| Spring 1 | Spring 2 |
|---|---|
| We will be exploring how people used to travel in the past and compare old modes of transportation with how we travel today. We will discuss how technology has changed transport by focusing on different modes of transportation in land, sea and air. To conclude the unit, we study significant events and people, such as the Wright brothers and the first space flight in 1961. This will inform our prediction for how transport might change and what it could look like in the future. | We will be exploring how people used to travel in the past and compare old modes of transportation with how we travel today. We will discuss how technology has changed transport by focusing on different modes of transportation in land, sea and air. To conclude the unit, we study significant events and people, such as the Wright brothers and the first space flight in 1961. This will inform our prediction for how transport might change and what it could look like in the future. |
| Summer 1 | Summer 2 |
|---|---|
Year 2
| Autumn 1 | Autumn 2 |
|---|---|
| In this unit, pupils are introduced to monarchs chronologically – in their dynasties – to help them gain a coherent and linear narrative of Britain’s ruling past. At the end of the unit pupils will write an answer to the guiding question and decide who they think was the most powerful. | Pupils will study the Great Fire of London, an event beyond living memory that is significant nationally. Pupils will acquire historical knowledge whilst developing their use of historical concepts to evaluate the significance of the event. |
| Spring 1 | Spring 2 |
|---|---|
| Summer 1 | Summer 2 |
|---|---|
| In this unit, pupils will study significant individuals from past and present who have made a difference. Pupils will learn how each of these individuals has taken a stand against injustice and made courageous acts against unfairness. Pupils will study; Marcus Rashford, Nelson Mandela, Rosa Parks, Martin Luther King and Malala Yousafzai. |
Year 3
| Autumn 1 | Autumn 2 |
|---|---|
| Pupils will study the changes in Britain from the Stone Age to the Iron Age to develop their chronological understanding of British history. Pupils will acquire historical knowledge whilst developing their use of historical concepts to build up a picture of Britain’s past. Please check the knowledge organiser in your child’s discovery box for more information. |
| Spring 1 | Spring 2 |
|---|---|
| Summer 1 | Summer 2 |
|---|---|
|
This term we will be learning about the Ancient Greeks. This will include learning about: How we know about the first civilisations in Ancient Greece. The Golden Age in Greece. How Athens and Sparta became important city- states. Alexander the Great The lasting achievements of the ancient Greeks |
Year 4
| Autumn 1 | Autumn 2 |
|---|---|
| After learning about Ancient Greek civilisations last year, Year 4 will continue their learning journey by studying the Romans, focusing on their invasion of Britain and attempts to expand their territory in the UK. We will investigate the Roman invasion using non-fiction texts, poems, timelines, and maps. We will focus on historical thinking skills such as chronology, cause and effect, and perspective taking. They will end their unit by studying the fall of Roman Britain. | After learning about Rome’s invasion of Britain last half- term, Year 4 will now consider how the Romans changed the way Britons lived their lives. We will explore who lived in Roman Britain, what life was like in Roman towns and how these towns were connected to each other via trade networks. We will finally investigate the influence Roman rule had on our language and number systems. |
| Spring 1 | Spring 2 |
|---|---|
| Summer 1 | Summer 2 |
|---|---|
| After learning about Ancient Greek civilisations last year, Year 4 will continue their learning journey by studying the Mayans. We will begin by learning where and when the Ancient Maya lived in Central America. A range of artefacts will then be used to piece together what life was like for the Ancient Maya. During class discussions, we will consider the structure of Mayan society and their religion, food, and writing traditions. |
Year 5
| Autumn 1 | Autumn 2 |
|---|---|
|
What are the Anglo-Saxons remembered for? We will investigate who the Anglo-Saxons and Scots were as well as why and how they invaded Britain. Pupils will explore key figures of this period, such as Alfred the Great, and use this knowledge across the curriculum. Pupils will also have opportunities across the unit to evaluate the reliability of source material in order to build the best picture of what Anglo- Saxon Britain was like. |
How much did Britain change from 793 AD to 1096 AD? Pupils will study the Viking and Anglo- Saxon struggle for the Kingdom of England to the time of Edward the Confessor to develop their chronological understanding of British history. |
| Spring 1 | Spring 2 |
|---|---|
| Summer 1 | Summer 2 |
|---|---|
|
What was the Golden Age of Islam and how does it impact us today? Pupils will focus primarily on Baghdad in 900 AD acquiring historical knowledge while developing their use of historical concepts to draw comparisons with other civilisations. They will explore how Baghdad became a centre of learning, focusing on the House of Wisdom, astronomy, various technological advances, and the Arabic number system. |
What were the positive and negative aspects of the Industrial Revoltuion? This unit will extend pupils’ chronological knowledge of British history beyond 1066. We begin by outlining the major causes of the Industrial Revolution and then we explore each cause in depth. Students will learn that the Industrial Revolution came at a deadly cost, that the great technological advances that helped shape the world we live in today depended largely on the institution of slavery and the terrible treatment of the working class. |
Year 6
| Autumn 1 | Autumn 2 |
|---|---|
|
Ancient Egypt Who ruled ancient Egypt? What was ancient Egyptian society like? Why was the River Nile important? Why did the ancient Egyptians build the pyramids? What did the ancient Egyptians believe in? |
| Spring 1 | Spring 2 |
|---|---|
|
Conflict and Resolution How did World War I begin, and what role did the British Empire play? Who fought in World War I? What was trench warfare? What did women do during World War I? How did World War I end, and what followed? |
Conflict and Resolution How did World War I end and what followed? Who was Hitler, and how did World War II begin? How did Hitler run Nazi Germany? What was the impact of the war on Germany? How did Britain rebuild after World War II? How do countries aim to maintain peace? |
| Summer 1 | Summer 2 |
|---|---|
|
We will be exploring how people have made their mark during history, and how we can leave our own mark. This will include discussions surrounding why people protest and what forms this can take. We will seek to answer the following questions through research and discussion: What is protest? How have people protested to protect the environment? How have people protested for gender equality? How have people protested for racial equality? How have people protested for justice? |