July 2013
« Jun   Aug »

What does the new NC for history mean for KS1?

One of the few saving graces of Gove’s new National Curriculum is that he has not meddled unnecessarily with Key Stage 1. In my opinion, the teaching of history at KS1 carry on very much as before. The skills and concepts are so similar as not to warrant any re-planning and the content is all recognisable, except that you don’t have a specified period study e.g. Going to the Seaside/ Castles. Many of you will still want to include this though as the children get a lot from it and there is no extra content to be accommodated.

You will see from the full KS1 section of the report copied below that there are a few unfamiliar names in the ‘significant individual’ section but please treat these as suggestions only. In my view, your choice will be dictated by the availability of high quality resources. After all, you’ve had freedom to choose your own named individuals since the start of the National Curriculum so why might you now want to study Pieter Bruegel the Elder?
In a nutshell
1. Changes within living memory e.g. Myself, ourselves, toys
2. Events beyond living memory e.g. Great Fire, first aeroplane flight, anniversaries Bonfire Night
3. Lives of significant individuals -some should be used to compare aspects of life in different periods
4. Significant historical events people and places in their locality.
BUT NO STUDY OF THE PAST BEYOND LIVING MEMORY as a discrete area of study.

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 should understand some of the ways in which we find out about the past and
identify different ways in which it is represented.
In planning to ensure the progression described above through teaching about the
people, events and changes outlined below, teachers are often introducing pupils to
historical periods that they will study more fully at key stages 2 and 3.
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 (e.g. the
Great Fire of London, the first aeroplane flight or events commemorated through
festivals or anniversaries)
 the lives of significant individuals in the past who have contributed to national and
international achievements. Some should be used to compare aspects of life in
different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and
Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder
and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and Edith Cavell)
 significant historical events, people and places in their own locality

Comments are closed.