History
Our intent:
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History gives our pupils a coherent knowledge and understanding of Britain’s past and that of the wider world. Our pupils will understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. We inspire pupils’ curiosity to know more about the past, equipping our pupils to think and act as Historians. We want pupils to: - ask perceptive questions - think critically - weigh evidence - sift arguments - develop perspective and judgement
We aim for pupils to:
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Learning in Action
Nursery
In Nursery the children begin their history journey by beginning to make sense of their own life-story and family’s history. Understanding the past through settings, characters and events encountered in books read in class and storytelling. As well as current events.
Reception
In Reception the children continue with their learning about themselves and their family. This involves guiding children to make sense of their physical world and their community, with opportunities to explore, observe and find out about people places, technology and the environment.
Special days to celebrate famous people and events
Using actual sources to bring our learning to life
Large photos and pictures so we can all add
What can you see here? What do you see, know, wonder?
Year 1
IAs we continue our journey as Historians into Year 1, we begin to answer questions using a range of artefacts/ photographs/pictures. We talk about the different ways that the past is represented and are able to recount some interesting facts from an historical event. We start to confidently talk about some important people from the past. We begin our wider chronology journey and are able to order at least 3 events onto a timeline.
Year 2
In year 2, we explain how local people or events in history have changed things using new terms such as nationally or internationally. We describe significant people from the past and talk about what they did, explain the causes of an historical event and what the consequences were. We are able to explain the impact that significant events from the past have had on the way we live today. We talk about similarities and differences between two different time periods
Year 3
We begin to give reasons why certain events happened as they did in history, to talk about why certain people acted as they did in history and to explain how events from the past have helped shape our lives today. We appreciate why Britain would have been an important country to have invaded and conquered and our able to describe changes that have happened in the locality of the school throughout history. As historians we are now able to give a broad overview of what life was like in the time periods studied.
Year 4
We begin to appreciate why Britain would have been an important country to have invaded and conquered. We are able to describe changes that have happened in the locality of the school throughout history. We are able to give a broad overview of life in Britain, e.g. under the Roman Empire, during the Stone Age. As historians we compare some of the times studied with those of other areas of interest around the world. We begin to think about the social, ethnic, cultural or religious diversity of past societies. We are able to describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children
KS2 Assessment piece
Learning from local census returns
Who were the local miners?
Here is an image from our village - tell me about it!
Year 5
Working as Historians in Year 5 we are able to answer historical questions, using information and evidence that we have carefully considered and selected. We now understand how our knowledge of the past is constructed from a range of sources. From this we can describe with some detail any historical events from the different periods we have studied. Using our gained knowledge we can make comparisons and contrasts between historical periods; explaining things that have changed and things which have stayed the same. In addition to this we begin to appreciate that how we make decisions as a country has been through a Parliament for some time, and appreciate that significant events in history have helped shape the country we have today
Year 6
In our final year working as historians at St Stephen Churchtown we can show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied We are able to answer historical questions, using information and evidence that we have carefully considered and selected, giving reasons for the choices I have made. We understand how our knowledge of the past is constructed from a range of sources and can describe in detail any historical events from the different periods we have studied. We are able to make comparisons and contrasts between historical periods; explaining things that have changed and things which have stayed the same. We are able to appreciate that how we make decisions as a country has been through a Parliament for some time, and appreciate that significant events in history have helped shape the country we have today
Websites
SEND Provision
In History, we have many ways of providing SEND provision.
- Photos of sources to suit specific educational levels or need.
- Scaffolding suited to a students individual need.
- Pictorial recording and/or exploration of Historical stimulus.
- Scribe when appropriate.
- Vocabulary mats alongside definitions.
- 1:1, peer or staff support when appropriate.
- Differentiated work when appropriate.
- Universal active tasks.
- Universal fieldwork (visit) tasks.
Wider Curriculum
At St Stephen, we ensure each child has the opportunity to complete History / Geography fieldwork once a year. Further to this, we make sure to engage with celebratory days, weeks and months, e.g. The King's Coronation, Black History week. We ensure that examples used in topics cover a range of local, national and international examples. In addition, the weekly Picture News has historical events weaved within its teachings.
Examples of Knowledge Organisers
These are used in the children's books at the beginning of each new topic. The children are encouraged to refer to them to support them with the acquisition of their new Historical knowledge.
Planning Documents
