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 History Pupils 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 studies Overview 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 Year 3 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? Characteristic features Interpretations Evidence Change & continuity Examples after Jerome Freeman Year 4 Overview: Ancient Civilisations Who were the Ancient Egyptians & Greeks? How was life in Ancient Egypt & Greece different from life today? What have Ancient Civilisations ever done for us? Evidence Characteristic features Cause & consequence Significance Examples after Jerome Freeman Year 5 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? Change & continuity Evidence Interpretations Cause & consequence Examples – after Jerome Freeman Year 6 (Version 1) 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? Cause & consequence Significance Evidence Change & continuity Colour Palette Primary Colour Palette Green Orange R33 G166 B84 R231 G77 B21 Teal R29 G173 B167 Grey Grey Grey (75% black) (55% black) (10% black) R100 G99 B99 R146 G146 B146 R237 G237 B237 Secondary Colour Palette – To be used only as an extended palette to colour graphs/bar charts etc 80% 60% 40% R77 R122 R166 G184 G202 G219 B119 B153 B187 15 80% 60% 40% R236 R241 R245 G113 G148 G184 B68 B115 B161 80% 60% 40% R74 R119 R165 G189 G206 G222 B185 B202 B220 White R255 G255 B255