Local History: Our Story Since 1066 · Summer Term

Introducing Our Local History Site

Introducing a local castle, church, or historic building and finding out when and why it was built.

About This Topic

This topic launches the local history study by identifying a significant site in the school's vicinity, such as a castle, church, or Victorian factory. Students investigate the 'who, when, and why' of its construction, placing it within the broader timeline of British history since 1066. This unit meets the KS2 requirement for a local history study that tracks changes over time.

By starting with a physical place they can see or visit, students develop a sense of 'historical empathy' and connection to their community. This topic comes alive when students can physically model the patterns of the site's layout and use historical enquiry skills to 'read' the building like a primary source.

Active Learning Ideas

Inquiry Circle: The Site Detective

Groups are given a 'mystery pack' containing a photo of the site, a map from 100 years ago, and a short text. They must work together to answer five 'W' questions: Who built it? When? Where? Why? and What is it now?

⏱ 40 min·Small Groups

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Gallery Walk: Then and Now

The teacher displays photos of the local site from different eras. Students move in pairs to spot three things that have stayed the same and three things that have changed, recording their observations on a 'continuity chart'.

⏱ 30 min·Pairs

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Think-Pair-Share: Why here?

Students look at a local geography map. They discuss in pairs why the site was built in this specific spot (e.g., near a river, on a hill, near a road) and share their theories with the class.

⏱ 15 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Local history isn't as 'important' as national history.

What to Teach Instead

Local sites are often the 'microcosm' of national events. A 'connection-mapping' activity helps students see how a local church might have been affected by the Reformation or a local factory by the Industrial Revolution.

Common Misconception

Old buildings have always looked the way they do now.

What to Teach Instead

Most historic sites have been added to, repaired, or partially demolished over centuries. Peer-led 'architectural spotting' helps students identify different building materials and styles from different eras.

Frequently Asked Questions

How do I find out when a local building was built?

You can look at the 'Listed Buildings' register, check local archives or libraries, or look for 'date stones' on the building itself. Old Ordnance Survey maps are also excellent for seeing when a building first appeared.

Why is local history included in the National Curriculum?

It helps students understand that history didn't just happen in London or far-away countries; it happened right where they live. It develops their 'historical enquiry' skills using real-world evidence they can physically touch and see.

What are the best hands-on strategies for teaching local history?

Field walks and 'sketching as enquiry' are highly effective. When students have to draw a specific feature of a building, they look much more closely at the evidence of its age and purpose than they would by just taking a photo or reading a plaque.

What if my local area doesn't have a famous castle?

Every area has history! A 19th-century terrace, a local park, a war memorial, or even the school building itself can be a 'site' for investigation. The focus is on the process of enquiry and tracking change over time.

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