The national curriculum for history aims to ensure that all pupils:

• know and understand the history of British islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.

• know and understand significant aspects of the history of Nigeria: the characteristics of the Nigerian nation; achievements and follies.

• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.

• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.

• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.

• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

ATTAINMENT TARGETS

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

KEYSTAGE 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:

• 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 [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries].
• the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell].
• significant historical events, people and places in their own locality.

KEYSTAGE 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:

• changes in Britain from the Stone Age to the Iron Age.
• the Roman Empire and its impact on Britain.
• Britain’s settlement by Anglo-Saxons and Scots.
• the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
• a local history study.
• a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.
• the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China.
• Ancient Greece – a study of Greek life and achievements and their influence on the western world.
• a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

Brian Bocking says “If you don’t know the difference between theology and religious studies, then you’re a theologian.”

One may ask; why do we do Religious Studies in School? Is studying Religious Studies relevant today? Are we trying to make our children religious?

Studying RS helps us to understand other people’s beliefs and why they do the things they do. It helps us to decide what values are important to us and why. It helps us draw the line between Political and Religious activities. Questions bothering people’s minds such as; Is there God? Is there life after death? What is the purpose of life? Why does God allow suffering? etc, are all addressed in Religious Studies.

IGCSE Religious Studies is an interesting course in which you look at topics such as Christian beliefs, Muslim or Jewish beliefs, their ways of life, justice, crime and punishment; family life and marriage, the roles of men and women in the society, the concept of life after death, religious pilgrimage and historic places and many others. It enlightens and removes the ignorance that causes prejudice, hatred and violence.