History
Intent
Our core aims for history are to ensure that all children:
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Are able to define history and why it is important to our lives.
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Understand the society around them and the changes that took place for it to be as we know now.
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Hear and preserve stories of the past.
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Can identify change in the world around them.
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Know and understand aspects of history in the wider world and the impact of these events on their local area.
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Ask questions about stories they hear, developing and understanding the methods of historical enquiry.
Implementation
We believe the following are key ingredients in history are: the chance to learn and use a range of historical vocabulary; learning about events that have made changes within or before their living memory; engaging fast paced lessons; whole class and small group discussions and enquiries about unit questions; learn to use a range of sources to question events and their integrity; to secure a knowledge of when key events in history occurred chronologically; ongoing training for all staff and assessment.
What this looks like in practice:
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History is taught in three half-termly blocks throughout the school year alternating with geography.
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Each class has a one-hour history lesson once a week.
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The units and lessons are based on a question to discuss and inquire about, helping children develop opinions about historical facts and events.
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Classes talk about why things have happened in the past and the impact they have had on modern life.
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All children will have the chance to learn about historical events, people and places that have made an impact on/in our local area.
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Look closely at similarities, differences, patterns and change.
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Know about similarities and differences in relation to places, objects, materials and living things.
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In early years we focus on the understanding of today, tomorrow and yesterday, helping develop basic concepts of time and history.
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Children will learn about the changes to them and the world around them as they know it.
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We use talk for learning in our lessons to guarantee that all students practice their speaking, reading, writing and listening skills.
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SEND students are provided with differentiated work to ensure their understanding of history concepts and vocabulary. E.g. word mats, visuals, support from the teachers.
Schemes, programme and resources used to support history:
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Plan Bee
Impact:
The impact of our history curriculum is as follows:
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Children have the knowledge that history is something that has already occurred.
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They are able to place events they have learnt about on a timeline and recall simple facts.
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Children are able to successful order studied events chronologically.
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Children learn research and questioning skills which they employ to learn more about events and form their own opinions on historical events.
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Children ask their own questions about historical events and people of importance.
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Children learn the different sources for researching history and use these to research events and draw their own conclusions and thoughts.
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Children learn the job roles related to history such as a historian, archaeologist, archivist, etc.
SMSC in history:
History is key to developing SMSC. At Sayes Court reading is used to develop SMSC across the curriculum.
Spiritual development: History enables children to ask questions about life, make connections and develop a set of values, beliefs and principles reflecting on their own lives and how they have been affected by significant historical events, people and places.
Moral development: History inspires children to reflect on consequences, confidently express views, make rational judgements therefore becoming more willing to review and alter their views and values about events and ideas.
Social development: by learning the importance of source checking and deep questioning children learn to be able to sensitively challenge the opinions of others. By studying those events, people and places who have made significant changes to history we are preparing children to make a contribution to society as we have learnt the patterns and changes in society and why these have been important to our lives.
Cultural development: History allows pupils to understand their own culture and beliefs and what shaped them, helping them to respect and appreciate the cultures of others as they learn about them and the impact they have had on their own lives.
History Topics by Year Group
Year group |
Year N |
Year R |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Autumn 1 |
Understanding the World – Differences Between People Tolerance Mutual Respect Teamwork What makes us different? |
Understanding the World – Family History (My Grandparents) Curiosity |
Homes in the Past Curiosity Reflection |
Communication Then and Now Curiosity Individual Liberty Reflection British Sign Language |
The Railway Revolution Curiosity Determination |
What was it like for children in WW2? Empathy Democracy Individual Liberty Resilience Teamwork Determination What happened at Bamber Bridge? The experiences of black soldiers in WW2 |
Local History Study Respect Curiosity Democracy Rule of Law Reflection
Trip: Local History Walk |
Leisure and Entertainment Curiosity Individual Liberty Mutual Respect How have black Britons faced discrimination in the film industry? |
Autumn 2 |
Understanding the World – My Family Curiosity Reflection What do families look like? |
Understanding the World – Stories from the Past (The Story of Baby Jesus / Celebrations Music) Respect Tolerance Mutual Respect What are some similar stories to the Nativity story?
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Debate topic – Should I be allowed to choose my own snacks? |
Debate topic – How old should I be to get my own mobile phone? |
Debate topic – Should we care about the environment? |
Debate topic – Is Winston Churchill a real hero? |
Debate topic – Should our local sites be preserved? |
Debate topic – Has the internet changed our lives for better or worse? |
Spring 1 |
Understanding the World – Other People’s Families Tolerance Curiosity Reflection What do families look like? |
Understanding the World – Then and Now (Old Clothes) Curiosity Reflection Different clothing |
Castles Kindness Rule of Law Resilience Teamwork Determination Class inequality then and now – Norman nobles and Anglo-Saxon peasants Trip: Windsor Castle |
The Great Fire of London Empathy Honesty Rule of Law Resilience Teamwork Determination
Trip: The Museum of London |
Stone Age to Iron Age Curiosity Resilience Teamwork Where did some of the world’s earliest civilisations develop?
Trip: Butser Ancient Farm |
Anglo-Saxons, Picts and Scots Curiosity Tolerance Mutual Respect Determination
Trip: Chertsey Museum |
Who were the ancient Greeks? Curiosity Democracy Individual Liberty Teamwork Confidence Resilience What are some other great civilisations in this period? |
Medicine and Disease Kindness Empathy Resilience Teamwork Determination |
Spring 2 |
Understanding the World – Family History (My Parents) Curiosity |
Understanding the World – Photos of the Past (Plants) Curiosity Resilience |
Debate topic – Should rich people take care of poor people? |
Debate topic – Who should be blamed for the Great Fire of London? |
Debate topic – What was the purpose of Stonehenge? |
Debate topic – When a hoard of artefacts / gold is found, who should get to keep it? |
Debate topic – Should we still have a monarchy in Britain? |
Debate topic – Should everyone get vaccinated? |
Summer 1 |
Understanding the World – My Life Story (What happened last week?) Curiosity Reflection |
Understanding the World – Life Story (What happened last month? / mini beasts) Curiosity Resilience |
Famous Queens Curiosity Democracy Confidence Famous women in history |
Florence Nightingale Kindness Empathy Confidence Determination Famous women in history |
Invaders and Settlers: Romans Kindness Tolerance Individual Liberty Mutual Respect Reflection Why are invasions often linked to ethnicity? |
The Indus Valley Curiosity Tolerance Reflection Teamwork Famous people from South Asia |
Vikings vs Anglo-Saxons Empathy Curiosity Tolerance Resilience Teamwork Confidence Determination Why are there so many conflicts around religion? |
The Kingdom of Benin Curiosity Tolerance Reflection Teamwork Famous people from Africa
Trip: The British Museum |
Summer 2 |
Understanding the World – Roles in Society Respect Curiosity Individual Liberty Mutual Respect Teamwork Determination What are some careers that people have? |
Debate topic – Which queen was the best one? |
Debate topic – Is the NHS good for us? |
Debate topic – Is it OK for one country to invade another? |
Debate topic – Should we worry about climate change? |
Debate topic – Should refugees be allowed to move to Britain? |
Debate topic – Should we return artefacts to their countries of origin? |
Progression of Skills and Knowledge
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EYFS |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Chronological Understanding |
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Range and Depth of Historical Knowledge |
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Interpretations of History |
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Historical Inquiry |
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Organisation and Communication |
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