School Name

Frenchwood Community Primary School

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History

Latest History news and events at Frenchwood

History as it happens - Remembering Queen Elizabeth

History isn't static - every day more history is made.

On Thursday 8th September 2022, Her Majesty Queen Elizabeth died, after over 70 years as our head of state.  We marked this significant event in our history as a country by sending a tribute to St Giles Cathedral in Edinburgh with Mrs Swindells and Mrs Robinson.  They sent photos and videos so that we could share in the experience.

 

https://frenchwood-community-primary.primarysite.media/playlist/history-as-it-happens-remembering-her-majesty-quee

Year 5/6

Mr. John Garlington, a local Historian, Published Author and ex-teacher , visited our year 5 and 6 classes earlier this week. He was kind enough to take us through a photographic journey of Victorian Preston. We learned about a local photographer named Robert Pateson and his process of taking photos of Preston.

 

Children were able to recognise many locations from the images, one even spotted his house! We were particularly interested in seeing how Preston's city centre has changed. There were some wonderful images of Avenham Valley (now Avenham Park), Winckley square, the markets and the Harris Museum.

 

Through the images children were able to see the fashions of the time including what workers and the upper classes were wearing. The children were able to see what a Victorian camera looked like and how it worked ; people had to stay still anywhere between 30 seconds and 2 minutes sometimes. This is why many Victorian people are shown not smiling in images; it was very hard to hold a smile for 2 minutes!

 

Both year 5 and 6 managed to ask lots of very interesting questions based on their learning about Victorian times- including questions about workhouses, the mills and Mr. Garlington's own great great grandparents who were featured in the presentation! John was kind enough to gift the school two copies of his book about Robert Pateson . Here are some of the children spotting some of the features of a Victorian street scene; analysing the photo in order to understand a bit more about the Victorian way of life.

Vision

At Frenchwood we believe that the teaching of fun, engaging interesting lessons will provide children with an excellent start on the road to becoming an Historian and a life-long learner. History is not only about finding out about the past but being part of the past, living as others would, developing empathy and asking questions, enquiring and reasoning. A variety of teaching styles are employed along with the use of visits to museums, castles, mills and local buildings in the surrounding area. Visitors and other ‘experts’ are encouraged along with high quality resources. We aim to motivate pupils, use their developing historical skills and for them to learn about the world around them from past to present.

The Subject Leader

Mr McLoughlin

I am subject leader for History here at Frenchwood Primary School. My role is to develop an enjoyment of History for our children, to provide opportunities for them to acquire historical skills and to learn about the past.  Often History is at the centre of our curriculum learning, the vehicle through which we learn all about different areas of the curriculum – a starting point to make links about the world we live in. We expect children to build on previous learning and we use progression statements to ensure learning is monitored and developed. The areas studied can be seen on our curriculum map and it is through these that we develop our understanding of chronology, expand our vocabulary and become Historians – collecting and questioning evidence, finding out about the past, recognising change and developing an understanding of cause and consequence.

 

The Frenchwood Historian - Progression

 

Historical Concepts

Historical Vocabulary

Historical Questions

Stories & Sources

 

YEAR GROUP

 

STANDARDISED OBJECTIVES

YEAR 1

Describe and discuss historical events beyond living memory 

Describe significant people from the past 

Use timeline to develop chronological language eg  past, present, older, newer 

Develop understanding of changes within living memory eg toys, homes, transport 

Develop understanding of local history eg people, places, events 

 

Ask some questions about the past 

 

Use historical vocabulary eg past, present, long ago 

 

Use artefacts, pictures, stories and online sources to 

 

find out about the past 

 

Be introduced to different representations of the past and discuss similarities and differences 

YEAR 2

Describe and understand the significance of historical events beyond living memory (nationally or globally) 

Describe key people from the past who have contributed to national and international achievements and understand their significance           

Place key dates/eras on a timeline to develop chronological language and to identify similarities and differences between ways of life in different periods             Know about changes within living memory and how they affected changes in national life eg toys, homes, transport         

Know about local historical events, people and places

 

Ask wide range of questions about the past using parts of stories and sources         

 

Use a wider range of historical vocabulary eg recently, decade, century, source, pioneer        

 

Use range of artefacts, pictures, stories, online sources and databases to answer historical questions           

 

Understand different representations of the past by drawing comparisons

 

YEAR 3

Compare different eras considering similarities and differences 

Order key dates on a timeline to demonstrate chronology of British history            

Examine in depth an aspect of local history from a period beyond 1066             Understand what types of question are historically valid and identify how to find the answer      

Develop a range of historical vocabulary eg artefact, chronology, invade, settle

 

Begin to understand how knowledge of the past is constructed from a range of sources     

 

Develop understanding of how and why the past is represented in different ways  

 

Select from a range of sources to answer a historical question          

YEAR 4

Understand how Britain has influenced and been influenced by the wider world 

Extend chronological understanding by exploring a theme over time eg leisure and entertainment 

Order key dates on a timeline to demonstrate  chronology of British and world history 

Regularly generate and answer a range of historically- valid questions about similarities and differences 

Develop and apply a range of historical vocabulary eg civilisation, chronology, ancient, legacy 

 

Understand how knowledge of the past is constructed from a range of sources 

 

Understand how and why the past is represented in different ways and explain this 

 

Select and organise relevant information from a wider range of sources to answer a historical question 

YEAR 5

Explore trends looking at continuity/change and similarity/difference/significance 

Examine different aspects of history eg social, political and religious             Gain historical perspective by making connections between local, national and international history            

Extend chronological understanding by exploring a theme over time eg crime and punishment       

Address and devise a wide range of historically-valid questions about change and cause     

 

Use and apply a range of historical vocabulary eg civilisation, propaganda, economy, political   

 

Understand how knowledge of the past is constructed from a range of sources         

 

Understand how evidence is used rigorously to make historical claims        

 

Discern how/why contrasting arguments and interpretations of the past exist by weighing evidence and sifting arguments        

 

Construct informed responses that involve thoughtful selection and organisation of relevant historical information

YEAR 6

Establish clear narratives within and across period by using secure chronological understanding 

Analyse trends looking at continuity/change and

similarity/difference/significance and use them to make connections and draw contrasts         

Examine different aspects of social history eg social, cultural, political and religious, in different contexts      

Gain historical perspective by making connections between local, national and international history   

Address and devise a wide range of historically-valid questions about change, cause, impact and significance     

 

Develop and apply a range of historical vocabulary eg influential, narratives, perspective   

 

Construct informed responses that involve thoughtful selection and organisation of relevant historical information

 

Develop perspective and judgement by weighing evidence and sifting arguments    

 

Explain why contrasting arguments and interpretations of the past exist     

 

 

 
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