Curriculum Area History

Purpose of Study:

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand 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.

At Calmore Infant School we teach History through our Integrated Curriculum projects.

Vision

In the Foundation Stage (Year R), the children learn about themselves and their own family history. They explore their own family history and piece together significant events of their own past! This enables them to become familiar with the present time period and relate it directly to themselves, helping to establish their own identity.

As the children enter Year 1, History skills are further integrated into exciting projects where they investigate everyday life in the past and the development of transport.  They visit Beaulieu Motor Museum and Beaulieu Manor and investigate similarities and differences between places, people and ways of life in different times Children learn about significant historical events, people and places in their own locality. The topic on Florence Nightingale allows children to find out more about the life of a local famous person and the changes that came about through her experienced in the Crimean war

In Year 2, the children develop their knowledge and skills further. Great Fire of London! is an exciting enquiry based project where children learn about historical events around the Great Fire of London, that are beyond their living memory to embed historical knowledge and skills previously taught in year one. They also find out more about life in the past through the topic if Castles where they visit Porchester Castle.

National Curriculum Provision

Aims: 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: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, 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; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
  • significant historical events, people and places in their own locality

 Subject Content KS1:

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know 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 should use a wide vocabulary of everyday historical terms. They should 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 should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Pupils will be 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 or example, the Great Fire of London, Gunpowder plot and commemorations through festivals or anniversaries
  • 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 significant historical events, people and places in their own locality

 

INTEGRATED CURRICULUM PROJECT

Programmes of Study Year 1  Pupils will be taught about:

Some of the events beyond living memory that are significant.

The lives of significant individuals in the past who have contributed to national and international achievements.

Changes within living memory.

Historical events ordering them on a timeline.

Significant historical events and places in our locality.

Florence Nightingale

 

 

Homes
 

Programmes of Study Year 2  Pupils will be taught about:

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. Some should be used to compare aspects of life in different periods.

The Great Fire of London

 

Blast  off

Significant historical individuals are incorporated where appropriate within projects
 

Progression of skills

Year 1

Year 2

Chronology

 

I can create and locate the lives of Florence Nightingale and Mary Seacole on a simple time line and appreciate proximity to Queen Victoria as well as events in my own experiences.

I can confidently use vocabulary associated with the past e.g old and new, then and now.

I recognise that Historians use dates to describe events, such as the first moon landing.

 

I can use phrases to describe intervals of time eg. before, after, at the same time when describing the life of Neil Armstrong in comparison to Tim Peake.

Characteristic features

I can recognise the attitudes of society during the period that Florence Nightingale and Mary Seacole were alive and the limited roles women were expected/allowed to undertake.

I can recognise and describe in simple terms some characteristic features of the Great Fire of London and the period in which it took place.

I can increasingly use period specific language in explanations, e.g Portchester Castle has a Roman Fort.

Continuity and change

I can match old objects and artefacts to people or situations from the past (Bournemouth Seaside).

I can describe how some aspects of life today differ from when Florence and Mary were alive using simple historical vocabulary.

I can talk about similarities and differences between castle life in the past and castle life now.

I can talk about similarities and differences between ‘then’ and ‘another then’.

Cause and consequence

Cause and consequence
I can give simple explanations why Florence Nightingale and Mary Seacole acted as they did and what their achievements were.

I can identify changes to hospitals today compared to those during the Crimean war.

I can describe in simple terms the causes of the Great Fire of London and the consequences it had on future fire safety.

Historical significance

I can recognise and describe special times or events for family and friends.

I can show some of the reasons that show that both Florence Nightingale and Mary Seacole were significant through designing a commemorative stamp.

I can talk about who was more significant and give simple reasons why.

I can recognise and talk about Neil Armstrong and why he was important in a news report style.

Historical interpretation

I can identify and talk about different accounts of real historical situations, eg talk about a film clip and a diary entry/letter.

I can identify and talk about differences in accounts relating to the Great Fire of London and the people recorded information about it from the time (primary source) and from the present (secondary source).

Historical enquiry

I can talk about similarities and differences between two or more historical sources using simple historical terms.

I can talk about past events and use annotations or captions to identify important features of picture sources, artefacts etc.                            

I can gather information from an artefact box and ask and answer questions about the past.

I can explain events such as the Great Fire of London and actions rather than retell the story. 

Overview of coverage and topics

Year R

Year 1

Year 2 

Autumn 1
All about me

How have we changed?
-Children fill out and share ‘all about me’ books showing details of their families and lives as younger children.
-Placing baby and current photos on a timeline.
-Drawing self-portraits and comparing them to baby photos, observing similarities/differences. 

Autumn 2
Old Toys

Who does this toy belong to?
-Children find out who a mystery suitcase and bear belongs to.
-Make lost posters for bear.
-Looking at old toys and pictures of old toys to determine who the toy might belong to and if it is new/old.
-Learn key vocabulary: old, the past, fragile etc.

 

 

 
 

Neil Armstrong

How has the Space Landing impacted on us?
-Neil Armstrong day- immersion in the life of Neil Armstrong- researching facts about him.
-create timeline.
-comparing Neil Armstrong and Tim Peake.
-summarising Neil Armstrong’s life in short .words/phrases.
-creating news report of the moon landing on iPads.

Spring 1

Queens

Was being the Queen the same for Queen Elizabeth I and Queen Victoria as it is for Elizabeth II?
-looking at crowns and what it means to be a queen.
-identifying features from pictures of the queens and videos of the coronation.
-creating timelines of the queens and when they reigned.
- exploring memorabilia and artefacts
-making their own palace home corner.
-create a pop up museum.

Great Fire of London

Could the Great Fire of London ever happen again? How do we know?
-experience a time tunnel
-create timeline of GFOL
-Re-creating actions of people during the fire- burying the cheese etc.!
-explore witness accounts from GFOL
-children re-enact court case, who was to blame for the fire?
-discuss causes of the fire.
-Trip to Tudor House Southampton
-Set fire to houses!
- Plan a better London
-create animation to retell GFOL

Spring 2

Nursery rhymes

Who is Polly and what is her job?
-Listen to the nursery rhyme ‘Polly Put the Kettle On’
-look at similarities/differences in kitchens
-making tea with new and old kettles.

Florence Nightingale and Mary Seacole.

Who is more significant, Florence Nightingale or Mary Seacole?
-Explore artefacts
-Listening to early stories of Florence Nightingale and Mary Seacole
-locating key places on map and comparing them to our own locality
-Creating timelines for the lives of the two women
-Role play demonstrating the work of the two women.
-Design commemorative stamps.  

Summer 1

Summer 2

Bournemouth seaside holidays (local study)

Do we go on seaside holidays for the same reason people went 100 years ago?
-Listen to soundscape from Victorian seaside- identify sounds.
-explore artefacts
-Visit Bournemouth
-Sorting pictures in to old features, new features and features that are still relevant to both.
-Looking at the railway and its impact
-create postcard from Victorian Bournemouth and modern Bournemouth. 

Castles

How have castles changed over time?
-explore castle artefacts
-discuss existing experiences/knowledge of castles
-visit Portchester castle
-identifying key features of a castle
-Research King Richard II and his life at Portchester Castle
-produce fact file for Portchester castle
-plan a banquet for parents using knowledge of castles.