Mrs K Eyre – History Lead

At Liskeard Hillfort we are passionate historians. We believe that studying history is vital in developing a better understanding of the world. Knowing how society, technology and government worked in the past helps us to understand it now. History also helps us to develop a sense of self and understand how our personal stories fit in to the narrative of history.  That is to say, where do we all fit into the big picture! It also helps us to understand and develop a greater appreciation of other cultures and the influence they have had on our lives today.

When we study history at Hillfort, we seek to understand change, questioning why things changed, how they changed and the consequence of those changes. This will make our children better decision makers: those who do not study history are doomed to repeat it. We also show our children the importance of the individual: how one person stood up for what they believed in or worked hard to make their dreams come true.

We aim to inspire our children and facilitate awe and wonder (and sometimes shock and despair) as we investigate the achievements and follies of humankind.

When children leave Hillfort, they will have:

  • a chronologically secure understanding of Britain to 1066;
  • an understanding of the key events in the struggle for power between the monarchy, the government and the church from the absolute monarchy of William I to the constitutional monarchy of Elizabeth today;
  • an overview of how our justice system has changed over time, including how our rights as citizens have changed and what our rights are today;
  • an understanding of local history, both of Liskeard and of Cornwall;
  • an appreciation of ancient cultures: Egyptians, Greeks, Romans and Baghdad;
  • a suite of historical skills including an understanding of how we know what we know and how certain we can be.
Long Term Planning

Hillfort Specific

Embody the school’s values
Kindness, resilience, challenge, courage, aspiration
Cultural isolation
Embracing multiculturalism and fighting the corrosive effects of intolerance.
Closing the vocabulary gap
Plan for reading to improve tier 2 words

Historical Concepts

Chronology and time 
When and for how long?
Context: Local – National – Global Where – was it the same everywhere?
What else was happening at the time? What was it like at that time?
How do we know? How sure can we be?
Historical concepts such as… continuity and change;
cause and consequence;
similarity, difference
is it significant
Understand abstract historical terms (Note 1)
Eg Empire, Civilisation, Parliament

Historical Skills – enquiry

Using sources
Think critically: Weigh evidence, sift arguments,
Interpreting the past
Make connections
Draw contrasts develop perspective and judgement, understand the complexity of people’s lives analyse trends, frame historically-valid questions
Organisation and communication
Create their own structured accounts, including written narratives and analyses
Understand historical task words (Note 2)

Curriculum Maps:

Year 1
Children’s play
7 lessons
3 lessons
6 lessons
How we used to live 100 years ago
11 lessons
Who changed how we live? Inventors
6 lessons
Year 2
Victorian Liskeard
7 lessons
G’powder Plot
3 lessons
The Great Fire of London
6 lessons
Explorers: Compare Magellan and Armstrong Sir Francis Drake: hero or villain?
7 lessons
8 lessons (trip)
Significant People in History
8 lessons
Year 3
Stone Age
7 lessons
Bronze Age
4 lessons
Ancient Egyptians
12 lessons
Iron Age Britain and the Roman Invasion
9 lessons
Year 4
How did the Romans change Britain?*
10 lessons
Anglo Saxon Britain
9 lessons
The Viking Invasion and the struggle for the throne
9 lessons
11 lessons
Year 5
Ancient Greeks
12 lessons
Power & Monarchy
18 lessons
Cornish History: mining, fishing, smuggling and tourism. Includes Voyage of the Mystery.
9 lessons
Year 6
WW2 (including Local History Study)**
14 lessons
Law and Retribution
13 lessons
Early Islamic Culture
12 lessons

Changes for 2021/22 (due to changes in the order of some taught content)

Y4: Roman Unit will include the invasion as this hasn’t been covered in Y3. This means that this unit will extend to 12 lessons with the following 2 units reducing by 1 week each.

Y6: Children will have already studied WW2 in Y5 but have not yet covered the Ancient Greeks. Therefore, in place of the WW2 topic, they will do the Ancient Greek unit (now in Y5).