History

History

Welcome to the History page.

Mr Morland leads History at Sandylands.

‘Ever since I was a child, I have always had a passion for learning about the past, brought on by listening to my grandfather’s war stories and family visits to castles and museums. At high school, History was my favourite subject and inspired by my teachers, I continued to study this at A Level and at university.

Since becoming History subject leader at Sandylands, I have been passionate about developing a high-quality History curriculum which develops children’s natural curiosity into the past, tapping into the rich local heritage of Morecambe, Heysham and Lancaster.

Over the years, I have developed links with local museums and historians to help provide the children at school with quality artefacts, sources and resources which help bring the past to life. During this time I have been fortunate to lead on several exciting whole school History projects which have included: remembering the First World War and Lancaster Castle’s role in crime and punishment in the 18th century.

I want every child at school to develop their skills as historians, asking questions about the past and thinking critically about evidence. By the time they leave Sandylands, we aim for all our children to have gained a better sense of who they are, where they came from and how events today shape their future.’

Mr Morland

 

Our History curriculum …

Our History curriculum…

· Provides a high-quality sequence of lessons which develop children’s natural curiosity into the past.

· To learn about the key knowledge (substantive) of important historical events, people and places locally, nationally and globally.

· Develops a better understanding of the chronological order of key events and people.

· Teaches children to use and understand relevant historical terms and vocabulary.

· Ask perceptive questions about the past.

· Use a range of high-quality artefacts and sources to learn more about the past.

· Articulate their learning, ideas and opinions about how different groups and they themselves have changed over time.

Click below to access our History Principles, Practices and Guarantee

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History Learning Pathway

Knowledge

Knowledge Substantive Knowledge

Core knowledge of important historical events, figures, and places at local, national, and global levels.

  • EYFS

    • Understanding one's own history.

    • Recognizing important figures within the family.

    • Observing changes occurring in the surrounding environment.

  • KS1

    • Changes within living memory

      • Example: history of one's own family, school, and local area; identifying similarities and differences over time.

    • Significant events beyond living memory

      • Example: The Great Fire of London.

    • Influential historical figures

      • Example: Great Explorers, Florence Nightingale, Mary Seacole.

    • Local history

      • Example: changes that have occurred in Morecambe over time.

  • KS2

    • British History (studied chronologically):

      • Y3: Stone Age to Iron Age

      • Y4: The Romans in Britain

      • Y5: Anglo-Saxons

      • Y6: Vikings

    • Local history study:

      • Example: Lancaster Castle and its changing functions over time.

    • Study of a theme in British history extending beyond 1066:

      • Example: The impact of World War II on Britain.

    • Early civilizations:

      • Example: Ancient Egypt, Ancient Greece.

    • A non-European society study for comparison:

      • Example: Mayan Civilization.

Procedural Knowledge

  • Interpreting Sources Using, observing, and interpreting artifacts and historical sources.

  • Understanding the Past Describing historical events and the characteristics of societies in the past.

  • Chronology Ordering events and placing them chronologically on a timeline.

  • Communicating Historically Using historical terms and vocabulary to convey understanding of the past.

 

 

Timetabling

History is taught for an hour a week and alternates with Geography under the umbrella of Humanities. Each theme runs for 5-6 weeks and then there are opportunities for essential entitlement woven throughout the year.

Assessment

History is assessed by the class teacher and subject leader following our Sandylands model:

Checkpoint 1 – What do the children already know? Led by the class teacher at the start of each History topic/lesson

Checkpoint 2 – Teacher assessment at the end of the lesson- what have the children learnt, followed up in subsequent lessons by recapping the facts and knowledge learnt so far.

Checkpoint 3 – Teacher assessed – at the end of the unit in the form of quizzes, class discussions. This allows the class teacher to understand which children need further understanding and if there any misconceptions.

Checkpoint 4 – Teacher assessed – after 4 weeks – quizzes to check what the children know and can remember.

Checkpoint 5 – Subject leader will interview groups of children to analyse what they have learnt, how they have mastered key concepts and can apply their knowledge and understanding. The subject leader will also conduct a pupil book study and look at understanding of procedural knowledge such as chronology and using artefacts and sources.

CPD for teachers

Like all subject leaders, Mr Morland is committed to continuing professional development in History. He has taken part in training alongside other History subject leaders from the Lancaster and Morecambe cluster, recently taking a lead role in an exciting new project about Facing the past- the legacy of the slave trade on Lancaster. He regularly supports class teachers with the planning and delivery of their history topics, looking at ways to engage and develop children’s enthusiasm for learning about the past.