 Help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world  Inspire pupils’ curiosity to know more about the past  Equip pupils to: ◦ ask perceptive questions ◦ think critically ◦ weigh evidence ◦ sift arguments ◦ develop perspective and judgement

 Ensure that pupils: ◦ Understand British history as a chronological narrative ◦ Understand aspects of history of the wider world ◦ Understand how to use and interpret historical evidence and claims ◦ Gain an understanding of abstract terms and concepts as they relate to History ◦ Gain historical perspective by placing newfound historical knowledge into specific contexts

 Pupils should develop an awareness of the past.  They should know where the people and events they study fit within a chronological framework.  They should understand some of the ways in which we find out about the past.  Pupils should be taught about: ◦ Events beyond living memory that are significant nationally or globally  e.g. the Great Fire of London ◦ The lives of significant individuals in the past  e.g. Neil Armstrong, Florence Nightingale, Rosa Parks

 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history.  They should note connections, contrasts and trends over time.  They should understand how our knowledge of the past is constructed from a range of sources.

 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  Ancient Greece – a study of Greek life and achievements and their influence on the Western world

 Extend and deepen chronologically secure knowledge and understanding of History already gained at KS1 & 2  Employ historical terms in increasingly sophisticated ways  Understand how different types of sources are used to make historical claims  Understand how and why contrasting arguments and interpretations have been constructed

 Development of the Church, state and society in Britain  Ideas, political power, industry and empire: Britain  Challenges for Britain, Europe and the wider world 1901-present day ◦ Must include Holocaust  A local history study (can be done over any location or period of time)  Study of a period pre-1066 to consolidate and extend chronological knowledge  Study of a significant society and its interconnections with other world developments

 Mandatory study of two Classical Subjects at KS2  Could create interest in Classical GCSE options  Emphasis on chronological understanding of British history surely involves Roman Britain  Always the possibility to reference Classics – Latin terms