History
Intent:
It is our intent that every child will not only gain a coherent understanding of history within living memory and beyond, but develop an appreciation of the past. Our curriculum will be implemented through the use of engaging enquiry methods, designed to support reflection of the past whilst making meaningful links to the present day. By considering how we might learn from those before us, understanding the need for change supports our pupils to be curious learners that will have an impact on the future of our society.
Wattle and Daub Making Activity
Implementation:
Mrs. Arnold is our History Co-ordinator.
At St. Mary's, History is taught through "Understanding the World" within the Early Years Foundation Stage Curriculum in Acorn and Chestnut (Nursery and Reception):
Statutory Framework for the Early Years Foundation Stage
We teach the History National Curriculum in Birch to Oak (Years 1 to 4):
History Programmes of Study Key Stages 1 and 2
We teach History across a 2 year cycle to enble us to link visits and visitors to the topics are are teching.
Many of our History units are taken from 
"Imaginative and impactful schemes of work that empower and inspire..."
The following table shows which History topics are taught throughout the school:
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Autumn Term | Spring Term | Summer Term |
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Acorn and Chestnut (Nursery and Reception) Cycle 1
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Me and My World: Our living history Festivals people celebrate and why – Christmas, Guy Fawkes, Harvest Remembrance Day Personal news/recounts |
Special People: History of people who help us (Mary Seacole) Recounts of visitors who work in the emergency services Festivals people celebrate and why: Pancake Day, Easter, Mothering Sunday Personal news/recounts |
Amazing Animals: David Attenborough Personal news/recounts |
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Acorn and Chestnut (Nursery and Reception) Cycle 2
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Me and My World: Our living history Festivals people celebrate and why – Christmas, Guy Fawkes, Harvest Remembrance Day Personal news/recounts |
Once Upon a Time: History of buildings Queen Elizabeth Festivals people celebrate and why: Pancake Day, Easter, Mothering Sunday Personal news/recounts |
Come Outside: Farms past and present James Herriot Personal news/recounts |
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Key Stage 1: Years 1 and 2 (Birch and Hazel) Cycle 1
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How have toys changed? Identifying how toys have changed (over the past 100 years) and what toys may be like in the future. The Gunpowder Plot: Year 1 Remembrance Day: Year 2 |
What did we learn from The Great Fire of London? Ket events of The Great Fire of London
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How was Clophill and our school different in the past? Local Study: Changes to Clophill High Street Old and New Church Old and New School Jobs in the village past and present |
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Key Stage 1: Years 1 and 2 (Birch and Hazel) Cycle 2 |
What is a Monarch?
What is a Monarch and who is our Monarch today? William the Conquerer The Gunpowder Plot: Year 1 Remembrance Day: Year 2 |
What are the different ways in which travel and transport has changed? Travel and transport past and present George Stephenson Wright Brothers Bessie Coleman Neil Armstrong Christopher Columbus |
How Have explorers changed the world?
Importance of exploration Ernest Shackleton Matthew Henson |
|
Key Stage 2: Years 3 and 4 (Rowan and Oak) Cycle 1 |
What was life like in Ancient Egypt? The Egyptians |
What was the impact of War on the people of Britain Key events of World War II |
Would you prefer to have lived in the Stone Age, Bronze Age or Iron Age? Stone Age - Iron Age |
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Key Stage 2: Years 3 and 4 (Rowan and Oak) Cycle 2 |
How have children's lives changed? Tudors and Victorians |
Why did the Romans invade and settle in Britain? Romans |
What changed in Britain after the Anglo-Saxon invasion? Anglo Saxons
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Throughout Key Stage 1 and 2 we also teach Historical skills. We progress these skills from Year 1 to Year 4:
- Chronological Understanding
- Historical Interpretations
- Historical Enquiry
- Organisation and Communication
Throughout our History topics, we also teach the 3 Golden Strands of:
| Power | Innovations | Society |
We refer to these in lessons, as our Historical Barnches and they feature in all our topics, enabling children to build a deeper, more conceptual understanding of history over time.
We subscribe to the Historical Association to support our knowledge, understanding and development of the subject.
Our Progression of Knowledge in History document can be found here:
Impact:
All children are assessed in History, by their teachers, on a termly basis. Mrs. Arnold then analyses the attainment and progress of the whole school in this area. This information informs future teaching and learning in History.
