Throughout our school all children are introduced to History, the concept of time and historical events in a number of ways. This includes finding out about the lives of significant people and events from the past both within and beyond living memory. Children will listen and respond to stories and use sources of information to help them ask and answer questions and acquire a broad knowledge and understanding of the people and events which have shaped the world we live in. Children will develop an awareness of chronology and the passing of time, acquire subject specific vocabulary and will use a variety of sources in lessons to develop their knowledge and skills as a historian.
Intent
Our History teaching equips pupils firstly with a wealth of local history knowledge, learning how the changes in their local community; both Chapel and the High Peak, reflects the history of Britain, making links to significant periods, events and people in History for example The Great Fire of London. Understanding the passing of time can be an abstract concept for young children therefore the use of timelines is a key feature in our History curriculum. Timelines are used to teach children about their own personal history as well as changes within and beyond their living memory. Significant historical figures have been carefully chosen for study at Key Stage 1 to provide children with a broad and diverse understanding of meaningful historic events/people and the impact they had on the world. Children will learn about historical figures such as Samuel Wilderspin, Elizabeth II, Alfred the Great, William the Conqueror and Henry VIII and have a thorough understanding of how their life and work has influenced modern day life.
As historians, children who attend Combs Infant School will have a secure understanding of chronology and understand the methods of historical enquiry. They will use different artefacts and sources to find out more information and will be able to ask and answer questions about the past. We aim for all children to develop a love of learning and be inspired by our rich history, acquiring further knowledge and skills in this subject through fieldwork and educational visits within the local area.
Implementation
To ensure high standards of teaching and learning in History, we implement a curriculum that is progressive throughout the whole school. History is taught focusing on knowledge and skills stated in the National Curriculum and the EYFS Framework. EYFS History is taught within the EYFS through the Development Matters strands and Early Learning Goals of ‘People and Communities’ and ‘Understanding the World’.
History is taught in Nursery and Reception as an integral part of the curriculum throughout the year. Children find out about past and present events in their own lives and in the lives of family members, developing an early understanding of chronology. Through the use of artefacts children’s understanding of changes over time is developed for example looking at teddy bears from the past compared to the present. Key Stage One Teachers have identified the key knowledge and skills to be taught and learnt for each year group and consideration has been given to ensure progression throughout each year group across the school.
At the beginning of each new focus, children have opportunities to convey what they know already as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points.
In Key Stage 1 History lessons will focus on teaching knowledge of sequence, time and chronology with children using a range of evidence from the past. Children will develop historical enquiry skills by learning about real people and events from the past. In lessons children will be exposed to a range of artefacts and sources from which they can find out and gather information about a given event/person and using historical perspective can evaluate the impact the event or person had on history and how this has influenced the present. When possible opportunities for Educational visits are planned into the curriculum to develop historical learning outside the classroom. Key Stage 1 take advantage of the rich and diverse history of Macclesfield to broaden children’s historical knowledge within the context of the city near to where they live. Visitors also come into school in order to enhance children’s historical knowledge and understanding of events further afield such as The Great Fire of London.
Impact
The impact of our high quality History curriculum will be to develop children who:
• Have an understanding of the past and how this has influenced the present
• Have an understanding of chronology through the use of timelines
• Are aware of the different sources of information which help to develop our historical understanding
• Can ask questions of who, what, where, when and how
• Can share facts and knowledge in a variety of ways including ordering artefacts from past and present, discuss similarities and differences between then and now, written recounts of specific periods in time from a different point of view
• Foster a keen interest in the history of Britain
EYFS End Points
By the end of Reception children will know and be able to talk about the past and the present relating this to events in their own lives and that of close family members and friends. They will have a basic understanding of the passing of time, knowing key events within their short lifetime and how some events happened before they were born.
Key Stage One End Points
By the end of Key Stage One children will have an understanding of chronology through the use of timelines using these to sequence significant events from the past and to sequence events and changes within their own living memory. They will understand and be able to use key historical vocabulary correctly within the context of their history lesson. Through the study of our local area the children will know about changes to their immediate locality and be able to talk about them linking them to National and Global events and changes.
Teaching and Learning
Teachers ensure that all children meet learning objectives in our progressive Programme of Study, which encompasses the objectives from the KS1 National Curriculum, through a discrete or specific approach to teaching and learning, as well as through cross-curricular learning opportunities.
History within EYFS is covered within the specific area of learning: Understanding the World: Past and Present. It is taught through an integrated topic-based approach, enabling children to make progress towards and meet the Early Learning Goals (ELGs).
In the context of the Early Years Foundation Stage (EYFS), the teaching of History is incorporated into the planned activities and experiences that are designed to promote children’s personal, social, and emotional development. For example, children have opportunities to explore their own family history through storytelling, art, and role-play activities. They can also learn about the history of their local community, country, and the wider world through books and videos. By incorporating History into their learning, young children can develop a deeper understanding of themselves, their community, and the world around them.
In Early Years, children start to deepen their understanding and strength their critical thinking skills by asking how and why questions. They are encouraged to use the past, present and future tense; to talk about their own lives and the lives of family members. They start to recognise similarities and differences between families and develop mutual respect for others.
In Key Stage One, in cycle A children begin the autumn term by studying the project ‘Childhood’. This project builds on children’s past experiences, including their family history and events with in living memory, and works well as an introductory project. In the summer term, children study the project ‘School Days’. This project enables children to learn the history of their school and compare schooling in the Victorian period.
In the autumn term of cycle B, children extend their studies to explore a broader range of periods in the project ‘Movers and Shakers’. This project explores the concept of significance and the significant people that have greatly influenced history. In the Summer term, children study the project ‘Magnificent Monarchs’. This project introduced children to the challenging concepts of power and monarchy in preparation for more complex historical topics in key stage 2.
The projects studied in Key Stage 1 provide numerous opportunities for children to explore significant historical events, people and places in their locality.
Educational visits
Throughout the year, the children partake in educational visits with a focus and cross curricular links to the History curriculum. These visits take place in areas of our locality and enable the children to make first hand observations of the world around them. Children will be able to develop their understanding in a way that is impossible in the classroom. Seeing sights and objects first hand allows children to truly think about the past and understand the reality of the situation, transporting them back in to the past.
Role of Subject Leader
The role of the subject leader is to:
• ensure high quality History lessons are taught across EYFS and Key Stage 1 through our agreed broad and rich History curriculum.
• provide subject specific guidance/CPD to colleagues.
• monitor the History curriculum delivered to children across the school highlighting strengths and areas for further development.
• monitor the progress and attainment of children in school in History.
• manage resources to support delivery of a high quality curriculum.
• stay up to date with changes, new initiatives and research that would enhance and support the development of History at Combs Infant School.
Reasonable Adjustments
In all classes there are children of differing abilities. At Combs Infant School we recognise this fact and provide suitable learning opportunities for all children. Teachers make reasonable adjustments through adaptive teaching, including; flexible grouping, level of support, equipment available (including technology), questioning and scaffolding. The SENCO and class teacher work closely together to ensure reasonable adjustments are made for all children.
Equality Statement
The History curriculum adheres to our school Equality Policy. It is the responsibility of all staff to ensure that all children are treated equally, regardless of their background, gender, race or ability. We are an inclusive school and teach History to all children respecting individual needs. The History curriculum takes into account issues of difference including: gender, race and ethnicity.
SMBC
Opportunities to promote children’s spiritual, moral, social and cultural development is threaded throughout our History curriculum. Examples of how SMSC is woven through History lessons are given below:
• by considering how things would be different if the course of events had been different. For example, what might have happened if The Great Fire of London had not been stopped?
• by discussing and debating why we mark important events from history and the people who shaped them eg. Why do we remember November 5th?
• by looking at local history and investigating the reasons why there is a monument inscribed with the names local soldiers who died in the war.
• by exploring the impact of key historical figures in shaping equality
• by considering key lessons from historical events showing us how we ought to treat one another and the implications and impact of negative behaviour.
• by encouraging pupils to talk to their parents and grandparents. For example KS1 children learn about school days and childhood and how they have changed over time through discussions with parents and grandparents.
• by taking pupils on educational visits for example, KS1 children visit the Silk Museum in Macclesfield.
• by investigating historical figures who have shaped Britain and/or left a legacy within our culture e.g. Guy Fawkes
• by exploring democracy and how the rule of law has been shaped by key events in history
• to recognise and reflect upon the significant role of religions within history
How can you help with your child’s learning at home
History within EYFS is covered within the specific area of learning: Understanding the World: Past and Present, with an understanding that each area of learning is impacted by children achieving the statements related in each of the prime areas of learning within the Development Matters Framework.
As our children progress to KS1, teachers ensure that the skills children have acquired in EYFS are built upon and utilised to enable children to further their skills and new knowledge by following the National Curriculum.
Understanding the World and History are taught through projects following our Cornerstones Curriculum. These projects are sequenced to develop children's substantive and declarative knowledge, and if possible, make meaningful links to other projects. These links allow for children to embed their substantive knowledge and vocabulary in new and often real-life contexts, to comprehend subsequent projects fully.