GLF Schools

GLF Schools

HIstory

 

Warren Mead Infant and Junior Partnership 2020-21

Curriculum Intent

 

Subject: History

Subject Leaders: Jessica Lambart (Infant) Chris Jackson (Junior) Hollie Clarkson (Junior)

 

Curriculum Intent  (what is the purpose of this subject)

In EYFS they start by understanding their own history by talking to their parents and grandparents.  It is chronologically in reverse as young children have very little understanding of time so it makes sense to start with their own personal history.  They can then progress to understanding more about their parents and grandparents' histories before moving into KS1 where they learn about other aspects of the past. Children will also learn about the world around them and find out about the past through talking to parents, grandparents and friends.  They will develop an interest in their own story as well as the stories in their family – this is the beginning of developing an understanding of the past and helps them to learn about how other people are different from them, yet share some of the same characteristics and ideas.

 

In Key Stage 1 the history curriculum is intended to help children acquire an understanding of time and of events and people in their and their parents living memory.  All children should develop an awareness of the past and use historical vocabulary.  They should start to develop a chronological understanding which can be progressed in Key Stage 2.  They will make comparisons between ways of life in different periods. Key Stage 1 also incorporates developing a historical knowledge of lives of significant individuals and significant historical events – this will include events beyond living memory.  They will also compare aspects of life in different times and make comparisons between significant individuals from the past. From this, children begin to lay the foundations of historical skills such as using artefacts, first-hand accounts and evidence and video clips to find out about the past.  This helps them understand how we find out about the past and how the past is represented.  They ask questions about why things happened. By the end of Key Stage 1, children should have acquired historical skills, knowledge and understanding to equip them as historians ready to embrace historical learning in Key Stage 2.  These skills, such as comparison, research, enquiry, analysing evidence and understanding how we find out about the past help children start to develop the skills of balanced arguments, accurate fact finding, the reliability of sources of information and how the past has influenced the present.  These skills can be applied across the curriculum in other subjects, such as science and geography and are also skills which apply in careers later in life such as lawyers, teachers, journalists and curators.

Curriculum Implementation (how is the subject structured/sequenced)

Understanding of the World is the area of the EYFS curriculum that incorporates History.  At this stage in a child’s life learning through play is vital, we have a curriculum that is child-centred and is based upon experiences and opportunities to learn alongside their chosen play, keeping them engaged and motivated. Teachers incorporate the goals within understanding the world during observations of play alongside careful use of questioning. Weekly sessions of PSE allow for focused time on the subject, challenging children to talk about significant event in their lives. As well as exploring family related events. Teachers encourage children to compare and investigate.

 

In Key Stage 1 and 2 history is taught using Core Knowledge. Core Knowledge is a knowledge led curriculum. All planning is provided, learning objectives, differentiation ideas, key vocabulary and a list of needed resources. The curriculum places a heavy emphasis on British history, although a portion of world and ancient history is also covered. Each year group teaches at least 1 British history unit, usually within the autumn term. All teaching and learning is sequenced chronologically across the whole school. For example, prehistoric history is taught in year 2 moving on to World War 2 in year 6.

 

The PKC Geography curriculum is knowledge rich. Every year group will teach one geography skills unit usually in the Autumn term, then a place and locational geography unit (either UK or World) usually in the Spring term and human/physical Geography unit, usually in the Summer term.

Pedagogy: (what is the teaching approach taken)

This year the pedagogy for History has changed. Moving away from a topic based 2-year rotation to a knowledge rich approach. 

 

In EYFS children follow an enquiry led approach. They begin to discuss important events with their life, sharing experiences with their peers. All staff ensure effective use of questioning to support children's deeper understanding of the world. Teachers can build upon interests by setting up relevant provision within the environment that engages children's interest and curiosity. In the moment planning works hand in hand with the EYFS historical approach. From this, children learn to compare traditions and experiences, gaining a deeper understanding of differences and similarities between others.

 

In KS1, a knowledge rich approach is used. This means the knowledge children will gain has been carefully specified, ordered coherently and builds over time. As children work through the geography curriculum they will know more, learn skills and understand more about the world around them. A good geographical understanding relies on firm foundations of knowledge and skills. The curriculum structure helps pupils to deepen their understanding of physical and human geographical processes, fostering curiosity and fascination for the world they live in.

Evaluation: (how will outcomes be measures for your subject)

The EYFS Profile is completed at the end of the year in Reception.  Each child’s level of development must be assessed against the early learning goals which include Understanding of the World which incorporates History.  Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This information is shared with parent/carers and passed onto Year 1 teachers.

 

Assessment of the children’s knowledge and skills is undertaken in a variety of ways for geography in KS1:  

  • Teacher assessment recorded on Pupil Asset – using DNA ticks and assessment – Pupil Asset reflects the attainment targets within the National Curriculum for Geography. 

  • Discussions with pupils – pupil voice – their understanding and opinions about history 

  • Book scans

  • Learning walks

Impact of Curriculum (what are the outcomes of your subject)

At Warren Mead the impact of the EYFS Curriculum is that all children make good progress from their individual starting points towards the Early Learning Goals at the end of Reception which includes Understanding of the World.  All children get the best possible start to their school life and develop the knowledge and skills to reach and exceed their potential in KS1.  They develop and nurture strong, positive attitudes where they become proud and respectful of themselves, others and their environment. They develop the skills to become successful lifelong learners across the curriculum.

 

By the end of Key Stage 1 children have an excitement and curiosity about the past.  They should have a good understanding of their own story and the past of people in their family.  They will have knowledge of fairly recent historical events which can be extended in Key Stage 2.  Topics within Key Stage 1 also build on previous knowledge enabling children to embed and retain their knowledge.   They will have the foundations of historical skills such as how we find out about the events in the past, using historical vocabulary, asking questions of historical evidence and making comparisons. Overall, their historical knowledge has progressed from their personal history and the histories of those close to them to significant events and individuals in their lifetime and beyond living memory.  The basis of knowledge and skills children gain in Key Stage 1 enables children to transition to KS2 ready to deepen their knowledge and extend their skills as historians.

Next steps: (what are the key priorities for development in this subject)

  1. To monitor the quality of writing in the History compared to the quality of writing in English (KS1)

  2. To ensure teachers understand the changes between the EYFS and KS1 curriculum for History so they can ensure quality teaching and consistency across the school.

  3.  

 

Documents

Page Downloads Date  
History Curriculum Content Overview 28th Jul 2021 Download
History Progression of Skills 2020 21 28th Jul 2021 Download