The Influence of the Past

Children across the school engage with historical sources to develop their critical thinking skills. They investigate artefacts, objects and secondary sources and make inferences about what they can tell us about the past. Children are taught disciplinary skills explicitly so that they understand how historians can make inferences about the past. Disciplinary skills have been a key focus across the school this term, evident in our new medium term planning format, which has had a positive impact on planning, teaching and progress.

Tenses and Chronology - Reception

Reception have been developing their awareness of the difference between past and present. They have asked, ‘How can I tell if a story is in the past or the present?’ They have done this by reading traditional fairy tales such as Jack and the Beanstalk and The Three Little Pigs, and discussing whether these stories are old or new. They have also sorted old technology and new new technology, as they begin to develop their sense of chronology.

London’s Great Fire - Year 2

In Year 2, the children have been investigating the Great Fire of London. They focused on the idea of ‘cause and effect’ to establish the different reasons for why the fire started. They have also began to compare and contrast Victorian London with London today, through practical activities such as building their own Victorian houses (with plans to set them on fire!)

Ancient Greece - Year 4

Year 4 have been investigating how Ancient Greece has influenced our lives today. They have explored themes like democracy, philosophy and architecture. With the Paris Olympics coming up, they’ve explored the significance of The Olympics and how it’s changed over time. They even planned an itinerary for their own Olympic games! They have also produced some brilliant pieces of  writing  inspired by Ancient Greek mythology.

Life of a Tudor -

Year 5 have investigated what life was like for the Tudors. They have been uncovering the surprising nature of Tudor medicine, and have written their own plan scripts which incorporate their substantive knowledge. They have also explored the significance of Greenwich as a location for the Tudors, rooting their learning in local history. Throughout their learning, they have used sources such as Tudor artwork to draw comparisons and conclusions about what life was like for different people in Tudor England.