Why do we learn history?
The Ark John Archer History Curriculum aims to inspire pupils’ fascination and enquiry about the history of the world in which we live, the notable events and people that have had significant impact on the present day and the lessons that can be learnt in developing their own sense of character and values. Pupils develop a wide-ranging and deep knowledge of the past as well as places, people and significant events through time. While learning about global and British history, pupils develop their ability to ask perceptive questions, think critically, weigh evidence from a variety of sources while evaluating their reliability, and cultivate perspective and judgement.
Our approach
The curriculum has been developed to focus and build on three core strands; chronology, British history and ancient global civilizations, with a careful and consistent progression of skills and knowledge that allows the pupil to make the necessary connections to piece their learning together throughout their learning journey. As children progress through the History Curriculum, explicit links and connections are made to support pupils to continually build upon the knowledge and skills they have accumulated in previous year groups and use their previous learning to inform their exploration of the current topic.
Historical skills are incorporated into the planning of each lesson. Throughout the sequence of learning, pupils are provided with the opportunity to build upon skills they have already mastered in order to continually expand their knowledge of chronology, British history and civilizations. There are four main historical skills that are taught and retaught throughout the curriculum; significance; continuity and change; cause and effect; perspective. Significance skills cover events, themes and issues and their impact throughout history. Children will investigate, order and weigh significant events and eventually discuss their relevance and appropriateness when being applied to modern lessons. Continuity and change deepens understanding of what has changed and remained over time and the impact of any changes. Cause and effect delves into the effect of changes on people and communities. Perspective develops pupils’ ability to understand and evaluate sources and discuss multiple perspectives on the past.
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Year 1
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Transport and Travel: How has transport changed over time? Pupils explore how people travelled in the past and how this compares to the ways we travel in the present day. They discover how technology has changed over time leading to developments in land, sea and air transport methods. Pupils discover key developments such as the first space flight and inventions of the Wright Brothers. They predict what future transport and technology might be like. |
Transport and Travel: How has transport changed over time? Pupils explore how people travelled in the past and how this compares to the ways we travel in the present day. They discover how technology has changed over time leading to developments in land, sea and air transport methods. Pupils discover key developments such as the first space flight and inventions of the Wright Brothers. They predict what future transport and technology might be like. |
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Our Seaside - Now & Then: |
Year 2
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| Kings and Queens: The Battle for Power Who was the most powerful monarch since 1066, and what are your reasons for selecting them? Pupils are introduced to U.K. monarchs chronologically from 1066 to the modern day. They explore each dynasty and learn how the crown has changed hands as a result of conquest and the battle between the monarchy and parliament. They discover each monarch’s impact on society and how this has changed society over time. Pupils identify differences and similarities between the ways of life in the different periods. |
The Great Fire of London: How could the Great Fire of London have been prevented? Pupils explore what London was like in 1666, before the Great Fire, and how London changed following the event. They timeline key events of the Great Fire, discovering how the fire spread so quickly and the damage that it caused to the city. Pupils learn how Samuel Pepys’ diary helps us to understand how events unfolded, the impact this had on the city at the time and some of the lessons learned. |
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| They Made a Difference: How have the human rights heroes you have studied made a difference to our world? Pupils explore the ways in which people can, and have, made significant change in society. They discuss and define human rights, recognising Eleanor Roosevelt’s impact in this area. Pupils discover how Nelson Mandela, Rosa Parks, Martin Luther King Jr. and Malala Yousafzai have each had significant impact in bringing about change where human rights have been compromised. Pupils draw upon their learning in Science to consider present day human rights and environmental concerns. |
Year 3
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Stone, Bronze and Iron Ages: When do you think it was better to live – Stone, Bronze or Iron Age? Pupils follow the chronological developments of human life from the Stone to Iron Age. They explore what life was like in each period and how life changed in response to new discoveries and invention of new tools and materials. They discover how archaeologists have used Stonehenge to learn about prehistoric Britain. |
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Ancient Greece: Who were the Ancient Greeks and have they influenced our lives today? Pupils draw upon sources and artefacts to understand how we know about the first civilisations in ancient Greece. They explore how the ancient Greek settlements and societies were organised and functioned. Pupils research the ‘Golden Age’ of Greece and discover how the cities of Athens and Sparta became so important. Pupils learn how Alexander the Great conquered many empires and has influenced many military operations even now. |
Year 4
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Roman Invasions: |
Roman Britain: How have Romans influenced our country and culture today? Pupils explore Roman civilizations in the UK, discovering who lived here, what life was like in the towns, and how each of the towns were connected. They explore Roman beliefs and values, and how this linked Britain to the rest of the Roman Empire. Pupils investigate how Romans have influenced our words, numbers, buildings, hobbies and the way in which communities are structured and operate. |
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Maya Civilization: Who were the Ancient Maya and how successful was their civilization? Pupils discover when are where the Ancient Maya lived, exploring the climate and geographical features of the region. They investigate Mayan society, learning about the hierarchy and the roles of different members of society. Pupils discover the religious beliefs of the Maya and the buildings that represented their faith. They learn about the challenges faced by the Ancient Maya and what eventually happened to the civilization. |
Year 5
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Anglo-Saxons and Scots |
Vikings: How much did Britain change from 793AD to 1066? Pupils discover who the Vikings were, how they came to invade Britain in 793AD, forcing King Alfred into hiding, and how they established a new territory, Danelaw. They explore life in Viking Britain and Viking society; the hierarchy of roles and responsibilities. Pupils learn how England became a unified country and |
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Baghdad and the Middle East: What was the Golden Age of Islam and how did it help us today? Pupils discover how and when Baghdad was built and became the centre of the Islamic world, making direct comparisons with London in 1000AD. They plot this, and further developments, on a timeline. Pupils discover what is considered the Golden Age of Islam and why it has significance before studying how the Islamic Empire came to an end. They learn of significant people who have made advancements in Science and Maths. |
The Victorians and the Industrial Revolution: Did the industrial revolution change the course of Britain and beyond for better or worse? Pupils chart the changes over the period of time where Britain changed from a mostly rural society to an industrial one. They explore the concept of the British Empire and colonies, gaining an understanding of how slavery impacted people across the globe, and continues to do so. They learn about significant changes; textiles; steam power; iron and coal. Pupils assess the environmental impact over time. |
Year 6
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Ancient Egyptians |
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Conflict and Resolution: How did the wars impact Britain and the World: what do we learn about conflict and resolution? Pupils explore the First and Second World Wars; how they began and ended; the role of the British Empire; the role and experiences of both those who fought and those who maintained society at home; those who were persecuted. They discover the impact of these wars on today’s society and explore how conflict still continues today in many shapes and forms. |
Conflict and Resolution: How did the wars impact Britain and the World: what do we learn about conflict and resolution? Pupils explore the First and Second World Wars; how they began and ended; the role of the British Empire; the role and experiences of both those who fought and those who maintained society at home; those who were persecuted. They discover the impact of these wars on today’s society and explore how conflict still continues today in many shapes and forms. |
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History Making Our Mark: How do we make our mark on the world? Pupils explore the concept of social justice in terms of discrimination, wealth, opportunities and privileges within a society. They learn what it means to protest and refer to examples of non-violent activism over the past century to understand how nonviolent resistance can be an effective way to achieve change. Pupils grapple with key causes of activism, such as environmental issues, gender equality, racial equality and community cohesion. They note significant changes, but also acknowledge how these causes remain sensitive and still exist today. The unit concludes by looking at how people can make their mark using the medium of art. |