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GFOL - What did London look like in 1666?

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GFOL - What did London look like in 1666?

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As part of our Stone Age to Iron Age History topic, Year 3 spent time thinking about building their own Stone Age Structures from basic materials.

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Year 3 looked through some artefacts from the Stone Age to see if we could find any further information about how they lived and survived.

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A visit to Eden Camp

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As part of their Romans unit, Year Four visited Murton Park, where they learnt about life as a new recruit to the Roman Army, as well as the wider impact of Roman civilisation on life in Britain.

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Each history unit begins with a pre assessment and ends with a post assessment. An iterative test also takes place at the start of each lesson. The ‘Super Six’ iterative test comprises six questions covering the current topic, the last topic and previous topics.  An end of unit quiz encompassing questions for the present topic supports the post assessment.

Learning walks, book scrutiny, pupil conferences, planning monitoring and lesson observations also support the assessment of History.

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Through the teaching of History, pupils will understand and use the key skills of chronological understanding, knowledge and understanding of events in the past, Historical interpretation, Historical enquiry, organisation and communication.

Children will become increasingly critical and analytical within their thinking, making informed and balanced judgements based on their knowledge of the past.

·         Children will become increasingly aware of how historical events have shaped the world that they currently live in.

·         They will also have a further understanding of History on a local level and on a small-scale.

·         Children will develop enquiry skills to pursue their own interests within a topic, as well formulating further questions.

·         Where applicable, children will have encountered, or participated in, high-quality visits/visitors to further appreciate the impact of History.

·         Children will retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.

As historians, children will learn lessons from history to influence the decisions they make in their lives in the future.

Our pupils will become inspired, critical thinkers with a sound knowledge of the history units we have taught.

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In order to ensure high standards of teaching and learning in History, we have implemented a progressive and inspiring curriculum throughout the whole school. This broad, balanced and differentiated curriculum focuses on the knowledge and skills stated in the EYFS and National Curriculum for KS1 and KS2.

The curriculum is led and overseen by the History lead. The History lead will oversee a regular programme of monitoring, evaluation and review, as well as the celebration of good practice, to ensure an ongoing commitment to evolve and improve further.   Monitoring and evaluation takes the form of staff and pupil surveys, book scrutiny, learning walks, assessment and planning reviews. Teaching, learning and progression is strongest in year groups that follow the teaching sequence.

·         A long term plan has been implemented to ensure coverage and progression in all skills relating to History.

·         In EYFS children are given a secure grounding in the prime areas of learning, ensuring they have a good foundation on which to build through the specific areas, including understanding the World. Areas of provision are enhanced to ensure vocabulary understanding and develop understanding of the past, present and the differences between the two.

·         In KS1, the Historical skills will focus on the world around them and their living memory of History as well as events that go beyond living history. This will ensure a firm foundation for KS2 History.

·         In KS2, the History curriculum is set out in chronological order of British history, with additional European and wider world units woven in, to allow children to reference the previous events in time and to refer to this prior learning year-on-year and within the year. Historical skills from EYFS and KS1 will be developed and built upon, ensuring progression through the Key Phase and providing a solid foundation for Key Stage 3.

·         In addition to this all units include:

·         Pre and Post unit assessments.

·         Iterative assessments.

Knowledge and understanding of events, people and changes in the past.

Connection and Historical Links.

Interpretations of History.

·         Clear focus on chronology and the use of timelines.

·         Use and development of subject specific vocabulary.

·         Use of a wide range of sources – including fiction and non-fiction books and artefacts.

·         A wide variety of teaching approaches, including the use of external providers where appropriate to develop and enhance learning and progression.

Inspiring and supportive learning environments.

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At Woodlesford our intent is to deliver a history curriculum that is accessible to all and gives pupils a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim to inspire in pupils a lifelong curiosity and fascination about History. Through the teaching of a broad, balanced and differentiated curriculum we intend pupils will:

·         Increase and develop their historical skills, concepts, knowledge and attitudes.

·         Increase their understanding of the present in the context of the past.

·         Develop and use their skills in enquiry, analysis, evaluation and argument.

·         Develop their interest in the past, arousing curiosity and motivation to learn.

·         Develop a sense of identity through learning about the past.

·         Develop their understanding of chronology.

We have designed a history curriculum and scheme of work with appropriate subject knowledge, skills and understanding as set out in the Statutory Framework for EYFS and National Curriculum History Programmes of study that ensures continuity and progression across the Key Stages. Through our teaching of history, we will also promote spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences of later life.

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We start each session with a reminder of the key skills that are involved in the subject. We also look at the key people linked to that subject to help recap on prior learning and ensure learning sticks.

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We start each session with a reminder of the key skills that are involved in the subject. We also look at the key people linked to that subject to help recap on prior learning and ensure learning sticks.

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https://britishmuseum.withgoogle.com/

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Here is an example of one of our Knowledge Organisers that support learners

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Here is an example of one of our Knowledge Organisers that support learners

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For Remembrance day, we held Key Phase assemblies and a moments silence. Classes also took part in Remembrance art.

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Black History month takes place every October. We use cross-curricular links to celebrate Black History, finding out about different events and individuals.

Examples of learning and links this year:

Year 1 found out about the astronaut Mae Jemison

Year 2 investigated Rosa Parks.

Year 4 read a Whole Class Book about Walter Tull, the first ever Black British footballer and Army officer in World War I.

Year 5 investigated Dorothy Vaughan.

Year 6 wrote about Nelson Mandela.

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Reception Autumn 1 Medium Term Planner  2021-2022