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History Curriculum Intent Implementation

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History Curriculum Intent Implementation History Curriculum Intent At Jotmans Hall, we intend our high quality History curriculum to be fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to study life in the past. We intend to inspire in pupils a curiosity and fascination about the Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits. Implementation Autumn Spring Summer - ELG Children talk about past and present events in their own They show interest in the lives of people who are familiar lives and in the lives of family members. They know that to them; They remember and talk about significant events They look closely at similarities, differences, patterns and other children don’t always enjoy the same things, and are EYFS in their own experience; They recognise special times or change; They show curiosity about objects, events and sensitive to this. They know about similarities and events for family and friends; They develop an people differences between themselves and others, and among understanding of growth, decay and changes over time; families, communities and traditions. They show curiosity They show curiosity about objects, events and people about objects, events and people Autumn Spring Summer Year A Childhood Then and Now Transport Holidays 1/2 Year Year B Houses and Homes The Great Fire of London Intrepid Explorers Year 1/2 What are we learning? Vocabulary What knowledge and What key skills will we learn? How will these be assessed? (Key Questions) understanding will we gain? Autumn – Which toys do you Wood, cotton, Queen Victoria and Victorian life Place events and objects in Students will be assessed on the Year A like to play with? wool, plastic, chronological order. key skills in the National Which toys did your metal, fur, Lives of rich and poor children Curriculum through showing they Childhood parents/grandparents leather, Use words such as before, after, can answer the Key Questions. Then and like to play with? Craze, Leisure, How toys have changed over time past, present, then and now to On-going formative assessment Now Do you play the same Entertainment, describe historical events. by class teacher. games that your Toy, School, How schools have changed over time Recognise why people did things parents and Handmade, and why events happen. grandparents played? Childhood, old, How we entertain ourselves and What do you wear new, before, how this has changed Identify differences between ways when you are after, past, of life at different times. playing? present, now, Why did children 100 then. Ask and answer questions about years ago not have as the past many toys or time to play games? Observe and handle a range of How were the sources of information to find out about the past. childhoods of rich and poor different? Recall changes within living How did school memory. Where appropriate, change things? these should be used to reveal aspects of change in national life. Spring – Year What types of Travel, 1st aeroplane flight Understand the lives of significant Students will be assessed on the A transport can have Transport, Timeline of a type of vehicle individuals in the past who have key skills in the National contributed to national and Curriculum through showing they you used? boat, feet, Landing on the Moon Travel and international achievements can answer the Key Questions. How do you think Fe horse, cart, Transport people travelled train, car, On-going formative assessment For example: Amelia Place events and objects in by class teacher. before we had these aeroplane, bus, Earhart, Amy Johnson, chronological order. types of transport? Locomotive, George Stephenson, Ellen What was a horse petrol engine, MacArthur Recognise why people did things and cart used for? old, new, and why events happen. What difference did before, after, the invention of the past, present, Observe and handle a range of motor car make to now, then. sources of information to find out people’s lives? about the past. How do you think we will travel in the Recall events beyond living memory that are significant future? nationally or globally (e.g. The Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries). Recall changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. Summer – Where have you Seaside, Where have you been on Identify differences between ways Students will be assessed on the Year A been on holiday? Postcard, holiday? of life at different times. key skills in the National When and why do Holiday, How do we entertain ourselves Curriculum through showing they Holidays we have holidays? Bathing on a journey? Place events and objects in can answer the Key Questions. What are the Machine, Differences in the ways of chronological order. On-going formative assessment by class teacher. features of a seaside Promenade, recording holidays. Recognise why people did things holiday? Pier, Coast, and why events happen. How can Beach, Cliff Victorian seaside, eg Magic Observe and handle a range of photographs tell us Also: old, new, Grandad and Sally’s Seaside sources of information to find out about the past? before, after, Adventure (IWB) about the past. When did seaside past, present, holidays become now, then. Recall changes within living popular? Holidays in Southend on memory. Where appropriate, these should be used to reveal How have seaside Sea, history of the pier aspects of change in national life. holidays changed? How did people get Identify significant historical to the seaside? events, people and places in their own locality. Autumn – What sort of home Detached, The history of telephones/ Place events and objects in Students will be assessed on the Year B do you live in? semi- television/ computers/ chronological order. key skills in the National Why do people live detached, flat, household objects. Curriculum through showing they Houses and in different types of terrace, Use words such as before, after, can answer the Key Questions. Homes homes? bungalow, Study of famous inventors e.g. past, present, then and now to On-going formative assessment describe historical events. by class teacher. How did people cook mobile home, Alexander Graham Bell and keep clean in the Caravan, (telephone) Recognise why people did things past? houseboat, Comparing Houses over the and why events happen. How did people Clay, stone, ages. power their homes? brick, wood, Identify differences between ways Did this change the straw, glass, Houses over the ages – of life at different times. furniture that they uPVC, Victorian houses - Magic had? Hallway, Grandad Ask and answer questions about How were rich and Kitchen, Living the past poor houses and Room, Hadleigh Castle and its Select from their knowledge of homes different? Bedroom, significance in the area. history and communicate in a Bathroom, variety of ways. toilet, Furniture, Observe and handle a range of Electricity, sources of information to find out gas, candle, about the past. chamber pot, Also: old, new, before, after, Identify significant historical past, present, events, people and places in their own locality. now, then. Recall changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. Spring - Year How do we know so Bakery The Great Fire of London Place events and objects in Students will be assessed on the B much about the fire? Diary (Magic Grandad) chronological order. key skills in the National When did the fire Firebreak Curriculum through showing they The Great Fire start? Fire Hook The Royal Family, Queen Use words such as before, after, can answer the Key Questions. of London Where do the fire Victoria, Charles II, Dick past, present, then and now to On-going formative assessment describe historical events. by class teacher. start? Whittington (traditional tales), Why did the fire Samuel Pepys spread so quickly? How did people try Tower of London/St Paul’s Recall events beyond living to put the fire out? Cathedral/The Monument memory that are significant How did it change nationally or globally. London? Understand the lives of significant individuals used to compare aspects of life in different periods. Significant historical events, people and places in their own locality. Observe and handle a range of sources of information to find out about the past. Recognise why people did things and why events happen. Identify differences between ways of life at different times. Ask and answer questions about the past Select from their knowledge of history and communicate in a variety of ways. Summer – Who was Christopher Compass Christopher Columbus and the Understand the lives of significant Students will be assessed on the Year B Columbus? Discover discovery of America individuals in the past who have key skills in the National Why is Neil Explorer contributed to national and Curriculum through showing they Intrepid Armstrong famous? Map Neil Armstrong and the first moon international achievements can answer the Key Questions.
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