Home Page

History

History Lead - Mrs Andrews

Our Vision 

 

At South Green Infant School we are committed to delivering a high class history curriculum that will inspire and enthuse young minds who are excited to be curious to find out about the past.

We aim to deliver a curriculum that will foster awe and wonder and ‘drive’ children to ask the question ‘why?’ Through our curriculum and their growing knowledge and understanding of history, children will learn about the process of change, the diversity of society as well as their own identity. We want all our children to have an understanding of their past and to know how History can shape their future.

Curriculum

 

Intent

 

  • For the children to be exposed to a high class history curriculum that will mean they become enthusiastic to learn.

 

  • For the children to be curious to find out about the past.

 

  • For the children to be driven to ask the question ‘why?’.

 

  • To develop a sense of awe, wonder and mystery.

 

  • For the children to become aware of the process of change, the diversity of society as well as their own identity.

 

  • To have an understanding of their personal past.

 

  • To understand that History can shape their future.

 

  • To deepen the children’s critical thinking skills and make the learning meaningful by linking it with the children’s own experiences.

 

  • That, overtime, History will engage, inspire, challenge and give children the tools to make their own choices in life in an informed, critical way. 

 

Implementation

 

  • We follow the Key Stage 1 Attainment targets as set out in the History Programmes of Study in the National Curriculum (2014).

 

  • We learn about a mix of personal history and local, national and international historical people and events.

 

  • In KS1 we follow cover history in 5 units in Year 1 and 6 units in Year 2.

Year 1: How have I changed?, Remembrance, Titanic, Victorian Seaside and Space Travel.

Year 2: Local History, Remembrance, Great Fire of London, Explorer, Victorian Seaside and I have a Dream.

 

  • These units have been planned to ensure breadth of coverage across Key Stage 1 and to ensure that the important historical skills are taught progressively through the year groups.

 

  • In Key Stage 1 children learn through and respond to a range of stories, photographs, artefacts and other historical materials. They learn to recognise there are different ways that the past can be represented and that some are more reliable than others.

 

  • In the Foundation Stage children learn about who they are, how they have changed since they were born and key events in their lifetime (such as starting school). They also have the opportunity to talk about things that happened in their family before they were born (such as older siblings being born etc.) Through stories and pictures they have the opportunity to talk about how things might be different today to in the past.

 

  • Every class has a timeline to which key events studied will be added in chronological order.

 

  • We have planned a whole school trip to Southend-on-Sea in the summer term to cover some of the objectives based around Victorian Seaside.

 

  • We cover key national historical events across all year groups with a change of focus to ensure skill progression, e.g. Bonfire night, Remembrance.

 

Impact

 

  • When pupils leave us at the end of KS1, they will have developed an awareness of the past and an understanding of the concept of passing of time.

 

  • They will have learnt common words and phrases relating to the passing of time.

 

  • They will have an awareness of chronology and know that some events happened in the past earlier than others.

 

  • They will be able to identify similarities and differences between ways of life in different periods.

 

  • They will be able to ask and answer questions about the past.

 

  • They will be able to use different historical sources.

 

  • They will have knowledge of key local, national and international historical events.

 

  • They will have developed skills which will aid their confidence in questioning concepts and ensure they develop skills such as empathy and tolerance.

 

  • For children to be able to make links between their own lives and those of others in the past.

 

  • Assessment will be through the means of in class questions and feedback questions.

 

  • Descriptors are used to indicate if pupils have achieved “working towards”, “working at” or “working beyond” the History judgements.

 

History in Foundation Stage

 

By the end of EYFS, children are beginning to: 

  • explore the past in terms of special people, events, books, places and objects
  • start to use simple words to describe the passing of time
  • reflect on their own personal history
  • use their imagination and curiosity to develop their appreciation and wonder of the world in which they live

 

Learning in History in EYFS is about:

  • knowing who you are and how you have changed since you were born
  • knowing that things in the past might be different to today
  • knowing that certain choices have a consequence
  • knowing that some people and events in the past are important

 

History related ELGS

 

Understanding the World:

People and the communities

  • Talk about past and present events in their own lives and in the lives of family members.
  • To know about similarities and differences between themselves and others, and among families, communities and traditions

The World

  • Know about similarities and differences in relation to places, objects, materials and living things.
  • Talk about the features of their own immediate environment and how environments might vary from one another.
Curriculum Overview
Progression in History
History Vocabulary

History Policies

Useful Links for History