Rosary Catholic Primary School

Rosary Catholic Primary School
Rosary Catholic Primary School

“Very exciting... you have fun here!”
- Alejandro

“We respect each other like a family”
- Megan

“Coming here will give you a good education ..it is an amazing school”
- Charlotte

“The Rosary School is a fantastic place... It's a peaceful paradise for learning”
- Laurance

“When I joined in Y1 everyone was accepting and made me feel welcome”
- Abraham

“I don't want to leave because of the great memories I have made here”
- Hannah

“Everyone treats each other like an equal”
- Grace

“We are like one big family, who achieve the best!”
- Toby

“..you achieve high levels and get lots of support”
- Findlay

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History

This is an overview of History at our school.

 

Key stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms.They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They shouldunderstand some of the ways in which we find out about the past and identify different ways in which it is represented.

Pupils should be taught about:

  •  changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
  • events beyond living memory that are significant nationally or globally.
  • the lives of significant individuals in the past who have contributed to national and international achievements. 
  •  significant historical events, people and places in their own locality.

Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and
sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

Pupils should be taught about:

  •  the Roman Empire and its impact on Britain, particulary the Celts.
  • a local history study the cannels.
  •  a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  •  a significant turning point in British history. WW2
  •  the achievements of the earliest civilizations – Aztecs
  • a non-European society that provides contrasts with British history – one study chosen from:  AD 900; Mayan civilization.
  • The Tudors.
  • The Victorians.
  •  History of theatre (Greeks)
  • The history of space travel.