History Subject Leader: Mrs J Littlewood
Our History Curriculum Intent
At Girnhill Infant School it is our intent that our history curriculum will enable pupils to gain a developing knowledge and understanding of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more about the past.
As our pupil’s progress, they will become equipped to ask perceptive questions, think critically, develop perspective and judgement. We want pupils to have a developing understanding of 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.
The Early Years Foundation Stage is underpinned by the Characteristics of Effective Learning. They are:
Playing and Exploring/Engagement
- Finding out and exploring
- Playing with what they know
- Being willing to 'have a go'
- Being involved and concentrating
- Keeping trying
- Enjoying achieving what they set out to do
Creating and Thinking Critically/Thinking
- Having their own ideas
- Making links
- Choosing ways to do things
Key Stage 1
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world
- gain and deploy a historically grounded understanding of abstract terms
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, frame historically valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history and between short- and long-term timescales
Our History Curriculum Implementation
Early Years Foundation stage
- Children talk about past and present events in their own lives and in the lives of family members.
- They know about similarities and differences between themselves and others.
Key stage 1
Our pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They will learn where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will learn to use a wide vocabulary of everyday historical terms and ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They will have a developing understanding of some of the ways in which we find out about the past and identify different ways in which it is represented.
Pupils are taught about -
- changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
- events beyond living memory that are significant nationally or globally (the Great Fire of London and the first aeroplane flight and seaside holidays in the past)
- the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (Wright Brothers, Samuel Peeps, Mary Anning)
- significant historical events, people and places in their own locality.
Children are given a wide variety of experiences both in the classroom and out. We encourage school visits and visitors into school to enable the children to gain first hand experiences to support their learning.
Our History Curriculum Impact
History assessment is ongoing to inform teachers with their planning, lesson activities and differentiation. Summative assessment is completed at the end of each unit to inform leaders of the improvements or skills that still need to be embedded. History is monitored throughout all year groups using a variety of strategies such as folder/book scrutinies, lesson observations and pupil interviews.