'The more you know about the past, the better prepared you are for the future' - Theodore Roosevelt
The aim of history at Chapelford Village is to stimulate the children’s interest and understanding of significant events from the past and their impact on how people lived. Throughout their learning, children develop their historical understanding by exploring substantive and disciplinary knowledge, as well as key historical concepts.
Children gain an understanding of chronology throughout their time at Chapelford and learn how events in the past have influenced and continue to influence our lives today. Through historical investigations, the skills of enquiry, source analysis, interpretation and problem-solving, the children’s understanding of history is challenged and developed.
History teaching at Chapelford also helps to develop the children’s understanding of citizenship and how Britain developed as a democratic society. Through this, they develop a sense of identity and cultural understanding based on their historical heritage. As a result they learn to value their own and other people’s cultures in a modern and multicultural Britain. This understanding helps them with their life choices today and also prepares them for their future.
Our Curriculum Statement outlines our INTENT, how we will IMPLEMENT our curriculum and what IMPACT this will have on our Historians at Chapelford Village Primary School.
Click on the National Curriculum image for the National Curriculum programme of study for History.
Year 1 - My life events, Mary Anning
“I was a baby, then a toddler and now I am at school.”
“I was a baby in the past.”
“Present day means now, like now we are sat here looking at our old photographs.”
“The old toys look very rusty, that’s why I think they are old.”
“Mrs Whitty’s Dad used to play with cars and trains when he was a little boy.”
“A lady gave Mary Anning a book about fossils, when her Dad died she found a fossil on her own, she loved looking for fossils.”
“She had to dig the fossils out carefully because they are delicate. Her Dad told her how to do this.”
“When Mary Anning was alive, there were no cars or trains. They didn’t have a scooter like I do at home.”
“Mary Anning was very poor so she sold fossils and paintings to get money.”
Year 2 - The Great Fire of London
“Samuel Pepys had a diary, we found out about the fire by reading his diary.”
“His diary was a source of evidence.”
“People felt scared when they were trying to get away from the fire. They ran to river so they could escape on boats.”
“Christopher Wren tried to rebuild London after the fire.”
“The fire started on Pudding Lane. The baker left the bread baking for too long and that’s how the fire started.”
“The streets were narrow and the houses were very close together so the fire spread very quickly. It was also very windy.”
“The houses were made of wood and straw and they were very flammable. This means they can set on fire very easily.”
“They didn’t have electricity in 1066, they used candles.”
Year 3 - Stone Age-Iron Age
“A nomad is someone who keeps walking to different places to find food and shelter.”
“First came the paleolithic, then Mesolithic and then it was Neolithic era.”
“During the neolithic times, people started farming and building shelter for themselves out of wood and hay.”
During the paleolithic era life would have been cold as they didn’t have any permanent shelter and they didn’t have clothes like us. They would have worn sheeps skin.”
“During Mesolithic times, England became an Island.”
“Doggerland was land inbetween England and Norther Ireland and it sunk into the sea because of climate change.”