Rosary Catholic Primary School

Rosary Catholic Primary School
Rosary Catholic Primary School

“Very exciting... you have fun here!”
- Alejandro

“We respect each other like a family”
- Megan

“Coming here will give you a good education ..it is an amazing school”
- Charlotte

“The Rosary School is a fantastic place... It's a peaceful paradise for learning”
- Laurance

“When I joined in Y1 everyone was accepting and made me feel welcome”
- Abraham

“I don't want to leave because of the great memories I have made here”
- Hannah

“Everyone treats each other like an equal”
- Grace

“We are like one big family, who achieve the best!”
- Toby

“..you achieve high levels and get lots of support”
- Findlay

Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School

History at the Rosary

History has always been a subject we are very passionate about at the Rosary. We believe engaging pupils with a relevant, exciting and challenging History curriculum which inspires curiosity and is appropriate for preparing them for an adult life in the 21st century is essential since it:

  • Helps the learner to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as the challenges of their time;

  • Develops skills of critical thinking which means making reasoned judgements that are logical and well thought out and not merely accepting arguments and conclusions as they are presented but having a healthy, discerning and questioning attitude about new information;

  • Supports the learner to appreciate that all knowledge is socially constructed and its objectivity and reliability is therefore open to challenge and question through asking perceptive questions, weighing evidence, sifting arguments and developing perspective and judgement;

  • Builds a sense of identity and belonging on a personal, cultural, national and global level as learners come to appreciate the diversity of human experience and consequently understand more about themselves and as members of society;

  • Enables the learner to understand core concepts and most notably cause and consequence, similarity and difference, continuity and change, change and progress/regression, significance, evidence, chronology, empathy, context, diversity, perspective, interconnectivity and validity which have broad relevance and significance in the modern world.

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.

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.

  • the lives of significant individuals in the past who have contributed to national and international achievements. 

  •  significant historical events, people and places in their own locality.

Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and
sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

Pupils should be taught about:

  •  explaining some of the ways that significant individuals and events during the period from the beginning of the Stone Age to the end of Anglo Saxon rule have contributed to shaping life in present day Britain. 

  • the Roman Empire and its impact on Britain, particularly the Celts.

  •  a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

  •  a significant turning point in British history. WW2

  •  the achievements of the earliest civilizations – Aztecs

  • a non-European society that provides contrasts with British history – one study chosen from:  AD 900; Mayan civilization.

  • The Victorians.

  • The history of space travel.