Curriculum

History

Bio

Subject Leader : Miss Gordon

History at Lee Brigg Infant & Nursery School allows children to develop a sense of chronology and to understand how events in the past have influenced their lives today. We teach them to investigate these past events and by doing so, develop their skills of enquiry, analysis, interpretation and problem solving.

The objectives of teaching History at Lee Brigg Infant & Nursery School are:
o To foster in children an interest in the past and to develop an understanding that enables them to enjoy all that History has to offer.
o To enable children to know about significant events in British history, and to appreciate how things have changed over time.
o To develop a sense of chronology.
o To help children understand society and their place in it so that they develop a sense of their cultural heritage.
o To develop in children the skills of enquiry, investigation, analysis, evaluation and presentation and local area.

How is the content / theme chosen?

Whenever possible, we teach through a themed approach, to enable children to embed learning and make connections, which leads to a greater depth of understanding within the subject. The content is therefore chosen to make effective links with key themes, reflect expectations in the National Curriculum programmes of study and EYFS framework and engage the children. The content may also be chosen based upon the needs or interests of specific cohorts or links to events which are taking place in the community or wider world (e.g The Olympics).

How do we ensure progression of knowledge and skills?

At Lee Brigg Infant and Nursery School we have in place, for each subject area, a knowledge and skills progression document, which is used for planning, to ensure sequenced and appropriate content for specfic year groups, as well as a build up of knowledge and skills.
Within these documents there are also opportunities for differentiation, in order to meet the needs of all learner.

How is the subject taught?

A two year, long term rolling programme maps out the coverage of the discrete teaching and learning opprtunities for children to develop and embed specific skills.

Within each discrete block of history teaching, class teachers carefully plan the specific outcomes for their year group, based upon age appropriate knowledge and skills, as well as the needs of the cohort or individuals within it. Our teaching and learning opportunities ensure all children are introduced to and reminded of key vocabulary. Questioning is used to check their understanding and prior knowledge, before new concepts or skills are introduced. Modelling is used by class teachers to clarify expectations, children are then given plentiful opportunities to consolidate, build upon and apply basic skills across a range of subject areas.
When children are learning about a subject through a discrete teaching sessions they are explicitly told that today they are going to be 'musicians' or 'scientists' or 'historians' etc. They are then reminded of the key skills that they will learn, use and develop within that subject.

In history these are:
We are learning to:
ask and answer questions
put dates and events in chronological order
understand and learn about important events and people from the past.
identify things that are the same or things that are different between now and in the past.

In Key Stage 1 children will be taught about:
Changes within living memory which are used to reveal aspects of change in national life.
Events beyond living memory that are significant nationally or globally
The lives of significant individuals in the past who have contributed to national and international achievements.
Significant historical events, people and places in their own locality.

In addition to discrete teaching in this subject, opportunities and links are made to this subject throughout the year. For example, chronology is an ongoing theme throughout the year, which links to other themes or subjects being taught. Local and national events are taught and referred to in an historical context and used as 'mini' learning projects. This ensures that elements of the history curriculum are accessed by children throughout the year.

This enables children to practise their skills throughout the year and use the language they have learnt which is associated with the past

Teaching History in EYFS

In EYFS children look at their own lives and the lives of those closest to them. They describe special events and we aim for them to use past, present and future forms accurately when doing so. Books and stories are used as a way to introduce history topics and act as a stimulus for the children when comparing similarities and differences from the past.

Planning and teaching in EYFS is similar to that in Key Stage 1. The children are expected to develop a specific set of skills and knowledge appropriate to their age. This is often beyond the expectations that are set out in the end of year Early Learning Goals. As well as topic work and the discrete teaching of skills and knowledge, children in EYFS are given the opportunity to continually practise and embed their skills through the areas of provision set up in the indoor and outdoor learning environments.

How do we know that our children are making progress?

Ongoing assessments of the children's knowledge and skills is observed by the class teacher. Misconceptions are addressed and next steps carefully planned. Children's outcomes are compared to the subject specific skills and knowledge documents. At the end of a block of discrete teaching (or term) subject leaders gather an overview of children's ouctomes in each subject area. This is used to plan approrite next steps for their future learning, as well as provide an overview of learning within a subject area across the whole school.

How do we promote Communication & Language (including reading), Personal, Social and Emotional Development and Physical Health and Wellbeing?

Our history curriculum introduces children to a range of new vocabulary, which they become confident in using. It allows them to practise asking questions and encourages them to articulate answers using evidence from historical sources. Children develop empathy with people from the past. They learn about their lives and how they had an impact on the world in which we live today.

History opens up our children's eyes to the wider world. They discuss explorers and adventurers, learning about the different places they discovered, as well as the cultures and traditions that exist outside of their own experiences.

Our history curriculum allows our children to enhance and embed their reading skills. They read from sources of evidence and write about elements of the past from different perspectives.

What wider opportunities are provided for our children?

Children have the opportunity to participate in regular visits out to places with historical links, as well as work with visitors in school to enhance their understanding of history. For example, external drama workshop companies work with children, so that they can begin to understand what it was like to live through a historical event or another period in history. Visits around the locality and participating in local events, such as remembrance service in the village, allow children to reflect on and learn about the history of their locality.