1. SUMMARY OF CHANGES AT KS1 AND KS2 Curriculum 2014

2. Primary History   Summary of Key Changes for 2014.   Following the publication of the final programmes of study and through talking to primary teachers at regional events, it has come to our attention that there is still a great deal of confusion surrounding the final programmes of study for history about what is statutory, what is not, what can be retained from current units and what cannot.   The following guide provides a summary of the key changes alongside some suggested alternatives and supportive resources. These are not an exhaustive list. Also in development are a new series of schemes of work aimed at new curriculum topics. Of course if you are an academy, you can choose to take on as much or as little of curriculum 2014 as you wish.   The next 6 issues of our Primary History journal, adding up to a complete handbook, will provide you with detailed advice, resources and support for the changes that lie ahead. If you do not already subscribe to the Historical Association, now is the time to do so, ensuring that through our website and journals, you and your colleagues are getting the support that you need, all for just £60 per year per school.

3. What’s Changed at KS1? New TopicStatusOpportunities to incorporate already taught units Opportunities for alternatives/additions to italicised suggestions on curriculum document. HA Resources (not exhaustive, just suggested) Changes in students’ lives Retained, but with re- newed emphasis that this should where possible reveal change on a national level. Possible to retain toys and homes Changes in fashion, schools, own locality, own street, changes at school between their parents and them e.g. playtime. Stimulating children’s understanding of the past. Primary History Journal Homes in the past Events Beyond Living Memory RetainedPossible to retain commonly taught events. 9/11, Plague, Gunpowder plot, Titanic, Olympics, Remembrance Day, Queen Victoria Jubilee compared to Elizabeth II. Great Exhibition, Armada, Primary History 66 Scheme of work on Great Fire in development.

4. Continued… Significant IndividualsRetained but with renewed emphasis on using them to compare aspects of life in different periods. Possible to retain some of the commonly taught individuals. Florence Nightingale and Mary Seacole, Marie Curie and Rosalind Franklin, Ibn Battuta and Gertrude Bell, Elizabeth I and Emperor Akbar HA Topic Pack on Florence Nightingale HA Topic Pack on Teaching Significant Individuals in the new curriculum HA Schemes of work on Comparative models of different individuals in progress. Significant Local Events, people, places. New emphasis on a local study. Local examplesLocal History Toolkit Using Local Sites CPD unit Primary History 55

5. AND KS2…

6. And KS2… New TopicStatusOpportunities to incorporate already taught units Opportunities for alternatives/additions to italicised suggestions on curriculum document. HA Resources Changes in Britain from the Stone Age to the Iron Age New, StatutoryPossibility in the latter part of the unit to incorporate elements of The Celts. Opportunites to weave in local history element through studies of local sites e.g. Ebbsfleet in Kent, Cheddar Gorge in Somerset, Stone Henge in Wiltshire, Grimes Graves in East Anglia, Uffington in Oxforshire, etc HA Podcasts on Stone Age, Bronze Age and Celts HA Schemes of work in development Primary History Journal: Doing ArchaeologyPrimary History Journal: Doing Archaeology. The Roman Empire and its impact on Britain Retained, but with greater emphasis Possible to retain already taught units on Roman Britain. Opportunity to weave in localised study if you have Roman legacy nearby in terms of place names or buildings. As well as resistance also look at Roman integration into the country. Roman society and organisation, theatre, entertainment. HA podcasts Exploring diversity Through Hadrian’s Wall: Primary History Journal HA scheme of work in development

7. Britain’s settlement by Anglo-Saxons and Scots Retained but with greater emphasis. Possible to weave in already taught units on the Anglo-saxons. Localised studies if sites are nearby. Looking at the Anglo- Saxons through objects e.g. Sutton Hoo and others. The British Museum has a vast collection with good digital access. Ideas of migration, immigration and integration through settlements of the past, Anglo-Saxon women e.g. Hilda of Whitby, Aethelflead etc HA Podcasts HA Short PamphletHA Short Pamphlet HA Scheme of Work The Viking and Anglo- Saxon Struggle for England. Retained but with greater emphasis. Possible to weave in already taught units on Vikings Who were the Vikings? Viking beliefs, differences between Vikings and Anglo- Saxons, HA CPD unit HA Podcasts Local History StudyRetained but with greater emphasis. Possible to incorporate in any other units. Does not have to stand alone, but could do so if preferable. Local examplesLocal history CPD unit Using religious sites Local history toolkit Primary History 55 HA Complete guide in development

8. Chronological Unit Beyond 1066 NewDepending on route chosen, it is possible to weave in to a lesser degree some aspects of previously taught content on the Victorians, Tudors, World War II. The changing power of the people, changing status of women, medicine over time, food through time, technology through time, Industrial Revolution, The Great War, The Black Death, Education Act, Medicine through time topic pack Crime and punishment through Time HA Podcasts on crime HA podcasts on social and political change HA Schemes of work in development The achievements of the earliest civilisations Elements of old curriculum retained, but re-worked. This new unit is a hybrid of the old European and World study units. Possible to retain study of Ancient Greece, Egypt, Sumer, Benin or the Indus Valley here, or to opt for one of the other suggestions to make changes. Phoenicians, Etruscans, Hittites, Persians, Babylon, Assyria HA Podcasts HA topic pack on Indus Valley, Ancient Greece and Egypt HA Schemes of work on Ancient Egypt and Ancient GreeceAncient Egypt Ancient Greece

9. Non-European Society Elements of old curriculum retained but with different emphasis. This new unit is a re-working of the old world study. Possible to retain elements that may have been taught in the old world study unit for example the Aztecs. Other elements of the old world study appear to fall more into the new early civilisations unit. However, there is nothing in the document to state that these 2 elements should be completely distinct. Therefore, if a school had in the past taught Egypt, Indus Valley etc, it could technically be possible to count this as both an ancient civilisation and a non-European society. Persia, China, Mughals, Ottomans, Aztecs, Incas. HA Podcasts on Mughals and PersiaMughalsPersia The Historian Primary History Journal on the global perspective See also above.