"If you want to understand today, you have to search yesterday"

- Pearl Buck

Intent

At Emmaus, we are all historians!  Our intent is to ignite a passion for History; to equip our children with the knowledge, skills and understanding to become the next generation of historians! We encourage children to be curious and excited to learn about Britain’s past and that of the wider world and understand that History could also shape their future. A high-quality History curriculum encompasses topics which aim to foster awe and wonder and drive children to ask questions linked to the period of time they are studying. Through our teaching of History, we aim to equip children with both the tools and confidence to ask perceptive questions, reflect critically, challenge viewpoints and develop their own judgements based on historical evidence.

In order to provide a range of opportunities for our children to develop as independent, successful learners with high aspirations, our History curriculum is also intrinsically linked to our whole school curriculum drivers:

• Gospel Values
• Cultural Capital
• Diversity
• Independence
• High expectations

Gospel Values

As a joint denominational school, Christian values are at the forefront of daily school life at Emmaus. The values of ‘Hope’, ‘Trust’, ‘Friendship’ and ‘Love’ are actively promoted throughout History lessons. During lessons, the children are encouraged to reflect on their own values that inform their perspectives about life in both the past and the present. They are encouraged to show respect for different people’s faiths, experiences, feelings and principles.

Cultural Capital

At Emmaus, we believe that a rich and broad curriculum builds cultural capital and we thus provide our children with a vast range of experiences and opportunities to help them progress and achieve success. Visits to historical sites (both locally and abroad), themed History days, drama workshops, History Ambassador representatives, assemblies and visitors, for example, further enrich the children’s learning by enabling History to ‘come alive’.

Diversity

At Emmaus, we understand the importance of developing a curriculum that is diverse, allowing the children to expand their knowledge and understanding of many different identities in a manner appropriate to the subject matter being taught. The children study a range of diverse historical figures – such as Neil Armstrong, Mary Seacole, Anne Frank, Christopher Columbus, Florence Nightingale, Olaudah Equiano and John Lennon - that represent an array of genders, cultures, social classes and religions.

Independence

Our History curriculum heavily promotes independent learning. The children are encouraged to think historically, to ask their own questions and explore for themselves. They are encouraged to express their own findings freely via the use of open-ended questions and historical enquiries, drawing upon the evidence.

High Expectations

In line with all areas of our school curriculum, we have high expectations for all children to achieve their potential in History - regardless of their starting points. The History curriculum and assessment system at Emmaus is developed to ensure that we motivate pupils, monitor progress and achieve consistently high standards. There are high expectations for children to use appropriate historical vocabulary to articulate their thoughts and ideas.

Implementation

At Emmaus, we use a topic-based approach to develop historical skills and to encourage children to work as historians. We intend for our children to learn about History in an active and creative way. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad and balanced curriculum that encompasses the British Values throughout; ensuring the development of historical concepts, knowledge and skills; and for the children to study life in the past.

The National Curriculum for History aims to ensure that all pupils:

· Know and understand the history of these 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 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.

Topic areas that we undertake to ensure coverage of the National Curriculum objectives:

KS1:

Year 1:             

•  Changes within living memory (Old and new toys).
• Significant historical events, people and places in their own locality (Study of how Liverpool transport has changed over time).
• Lives of significant individuals who have contributed to national and international achievements (Neil Armstrong compared to Christopher Columbus).

Year 2:

• Lives of significant individuals who have contributed to national and international achievements (Florence Nightingale, Mary Seacole).
•  Events beyond living memory (Great Fire of London).
•  Significant events, people and places in their own locality / Lives of significant individuals who have contributed to national and international achievements (Mersey beat / The Beatles / John Lennon Airport).

KS2:

Year 3:            

Opening Worlds Humanities Curriculum 

(Rolling scheme)

• The achievements of the earliest civilisations:

         (Ancient Egypt / Cradles of Civilisation / The Indus Valley Civilisation / Alexander the

         Great)

• Greek Life – A study of Greek life and their achievements and their influence on the Western

         world  (Persia and Greece / Ancient Greece).

Year 4:

Opening Worlds Humanities Curriculum 

(Rolling scheme)

•  The Roman Empire and its impact on Britain: 

        (The Roman Republic / The Roman Empire / Roman Britain)

• A non-European society that provides contrasts with British history:

         (Christianity in three empires (300-600CE) / Islamic civilisations - Arabia and early Islam / Islamic            civilisations - The Rise of Islam).

Year 5:

Opening Worlds Humanities Curriculum 

(Rolling scheme)

• A non-European society that provides contrasts with British history: (The Round City – Baghdad).  
• Britain’s settlement by Anglo-Saxons and Scots: (The Anglo-Saxons / Norse Culture)
• The Viking and Anglo-Saxon struggle for the kingdom of England to the time of Edward the Confessor (Vikings 1 – Lady of the Mercians / Vikings 2 – Changing Rulers; Changing Worlds)
• A Local History Study.

Year 6:

• A theme in British history that extends pupils’ chronological knowledge beyond 1066 / A local History study (World War Two – Liverpool at War).
• A non-European society that provides contrasts with British history (Mayan Civilization).
• A local History Study - a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality (Liverpool and the Transatlantic Slave Trade).

Through our carefully designed curriculum, the History topics will help children to gain an understanding of the complexity of people’s lives and the process of change; as well as their own identity and the challenges of their time. This will be done by using a range of resources that will bring history to life and include photographs, diaries, newspaper articles, music and handling real artifacts from the past. Excursions and visiting experts will enhance the learning experience. 

Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Mayans.

Impact

The impact of our History curriculum is measured through a range of different strategies:

· Data which is produced from on-going teacher assessments

· Lesson observations

· Monitoring of History books

· Learning walks

· History Ambassadors

· Pupil voice

The ultimate impact and measure of the History curriculum at Emmaus is to ensure that our children are equipped with historical skills, knowledge and understanding that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world. Outcomes in History books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. We want the children to have thoroughly enjoyed learning about History, therefore encouraging them to undertake new life experiences - both immediate and in the future.

Emmaus celebrates its 25th anniversary!

1997-2022:  25 years of History-making at Emmaus!

Emmaus Church of England and Catholic Primary School opened in September 1997, with the official opening on Friday 8th May 1998. The Archbishop of Liverpool, Patrick Kelly and the Bishop of Warrington, John Packer, took part in the service, together with Revd. Trevor Latham, Chair of Governors, Father Sean O’Connor, Vice Chair of Governors and the children of Emmaus.

Description of the School Logo as written on the Entrance doors of the School.

The scallop shell is an ancient symbol of pilgrimage: a physical and spiritual journey.
As an emblem for Emmaus it reminds us of our common baptism and that we are called to journey together, following our Lord who calls diverse people into community.

The cross is the sign of Christ. Our cross was part of the coat of arms of the Sefton Family of Croxteth Park and reminds us that our call is rooted in this time and this place. As we make this journey in partnership, may we discover in each other generous companions and Our Lord walking along side us.

Design an Emmaus 25th Anniversary Logo Competition

Wow! Our Emmaus History Ambassadors were very impressed by the 232 entries for our 'Design an Emmaus 25th Anniversary Logo' competition! Here is a selection of the absolutely fantastic designs that were submitted! Our History Ambassadors had a very difficult decision to make to choose an overall winner. Well done everyone! 

Our Year 5 children took part in a 4 day residential to northern France from Monday 1st July to Friday 5th July 2024. The children stayed in the magnificent Château du Broutel near the town of Rue in several acres of beautiful grounds.  In order to develop their cultural knowledge of France the children visited a snail farm. They also visited a chocolate factory and see how chocolate is produced. One of the highlights of the visit was a visit to the town of Albert in the Somme. This area was in the heart of the fighting in the Great War. During the day the children visited the famous Battle of the Somme Museum and then visited the memorial site at Thiepval before visiting the trenches at the Newfoundland Regiment Memorial. Click here to see photographs from the trip.