The coverage of recent history within their own lives enables children in EYFS to acquire an early understanding of passing time and events. (Their own, their parents’ and grandparents’ memories)
For KS1 we have designed a history curriculum that uses as its focus a central historical figure in each unit of work. This provides a ‘hook’ to draw the children in to the era of the past. It also lends itself to the opportunity for ‘storytelling’ from the past.
For lower KS2 the intent is that children can work in chronological order from term 1 with Ancient History and then progress onto more modern history, such as ‘The Titanic.’
Upper KS2 allows children to repeat and embed this sense of chronology with a wider selection of ancient history such as ‘Ancient Islam’ through to more modern history such as ‘Battle of Britain.’ The revisiting of our concepts allows for children to truly develop and embed a sense of time and how civilizations were interconnected. They begin to understand how some historical events occurred concurrently in different locations. Eg,the Stone Age and Ancient Egypt.
Historical enquiry will be developed through studying each unit of work which is part of a two year rolling program within our mixed year group classes. Each class will study one history unit of work per half term. Where possible we aim to include local areas of study. (RAF base link with WW2) Through their history lessons, we intend to inspire our children to develop a love of history and to see how it has shaped the world they live in.
All history is taught through the concepts of Invasion, Conflict, Monarchy, Continuity and change, Legacy throughout every historical period studied throughout Key Stage 1 and 2
Through their history lessons, we make links to these concepts giving children the opportunity to compare historical periods.
Each historical topic to be studied every half term (3 each academic year) on a 2 year rolling program. Interim topics as necessary on year group set up within classes. Each class will study one history unit of work per half term. Because children spend two years in KS1 and in KS2 classes, the regular repetition of skills is crucial to ensure balanced learning.
Through revisiting and consolidating skills and knowledge, each lesson will begin with a brief recap of previous learning. This allows the children to them build on prior knowledge alongside introducing new skills and learning. We assess learning both on a formative basis during lessons as well as at the end of a unit of work. We also plan in when we revisit ‘old’ knowledge from previous units of work throughout the year to encourage knowledge passing into long term memory.
Where possible children will enjoy an educational visit or welcome a ‘historical visitor’ as part of the enrichment for a historical unit of work. We foster links with historical community projects.
Every child creates their own historical timeline which they add to as they cover new time periods/events/significant people. Each classroom displays a historical timeline on the classroom wall for children to access at any time. Teachers can annotate by adding pictures of relevant historical detail eg; Norwich Castle on Normans 1066. Every child to have their own history book to move with them through Key Stage 2. This encourages the children to think of ‘history’ as a subject in its own right. We encourage every child to have their own historical timeline which stays with them as they move classes. This is begun in Year 3 and carries through to Year 6. The children draw and label specific time periods taught and important historical figures or events. This is to encourage a developing sense of chronology but also provides a reference point for new learning.
The learning environment will evidence the teaching of history through large wall displays, historical vocabulary displayed and historical sources on offer for children to use.To foster parental involvement within the home learning setting, history based homework will be set as part of a unit of work.
Planned questioning throughout the lesson, KWL grids and summative assessments aimed at targeting next steps will form part of regular assessment. At the end of a unit of work we like each child to produce a double page spread.
This evidences the children’s understanding and learning. It provides them with a chance to ‘show off’ all that they have learnt!