Kanes Hill
History
Curriculum Statement
Intent
At Kanes Hill Primary School, we deliver high-quality history education that will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past. Teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, and sift arguments. History will help 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.
EYFS
By the end of EYFS we want our children to talk about the lives of the people around them and their roles in society, know some similarities and differences between things in the past and now and understand the past through settings, characters and events
KS1
By the end of KS1 we want our children to develop an awareness of the past by asking and answering questions, analysing sources and comparing different time periods. They should understand similarities and differences between some time periods and where they fit on a timeline. They should use a wide vocabulary of everyday historical terms.
KS2
By the end of KS2 we want our children to develop a chronologically secure knowledge and understanding of British, local and world history, noting connections, contrasts and trends over time. We want them to devise historically valid questions about change, cause, similarity and difference, and significance, using historical sources to do so. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
Implementation
Using the National Curriculum, we will ensure that children receive a rich broad and balanced history curriculum that build on skills and knowledge from Year 1 to Year 6. History will be taught as a focal subject in topics to ensure that students recognise its importance. History knowledge organisers for history are in place to ensure:
- Secure history knowledge for staff
- Accurate history timelines
- Key knowledge & skills
- Prior Links to prior history learning
- History vocabulary
- The integrity of history is at the forefront
All History topics will start with a hook, such as an artefact box, a trip, a themed day or a visitor. In KS2, History topics should have an early lesson in which the topic is placed on a timeline to ensure an appreciation of chronology.
History topics will be taught around a central enquiry, to ensure that a coherent learning journey is evident.
Examples may include:
- What impact have the Ancient Greeks had on the way we live our lives today?
- Why was the Great Fire of London so destructive?
These enquiries can be aided by, but not limited to, the six-step enquiry model advocated by the Hampshire History Centre:
1. Teacher motivates pupils to want to learn and scopes the enquiry (this may be the hook, or in addition to it)
2. Children collect information in interesting and varied ways
3. Children make sense of ideas and process the information
4. Children draw their own conclusions, making their own meaning
5. Their understanding is checked, developed and refined by the addition of new information
6. Pupils create their final, imaginative product – this is likely to be an opportunity to share the children’s learning with their parents.
Alongside this, teachers will create a ‘Big Picture’ in the relevant exercise book, on which children can write questions they want to answer and to which they can add information as they learn. This may be supported by a ‘Wonder Wall’ display in the classroom. The History Long Term Plan ensures that skills outlined in the National Curriculum are covered in depth at least once per key stage, and are visited several times in total.
Impact
At the end of Key stage 2 we want our children to know/understand:
- how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- significant aspects of the history of the wider world
- abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- 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
- 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
- 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
Curriculum Map & Progression
History Timeline
kanes hill history timeline.pdf
Knowledge Organisers
Year 1
year 1 man on the moon knowledge organiser history.pdf
Year 2
year 2 nurturing nurses knowledge organiser history.pdf
year 2 knowledge organiser summer 2 turrets and tiaras.pdf
Year 3
year 3 ancient britain knowledge organiser history.pdf
year 3 the romans knowledge organiser history.pdf
Year 4
Year 5
year 5 ancient egypt knowledge organiser history.pdf
year 5 ancient greeks knowledge organiser history.pdf
Year 6
year 6 the maya knowledge organiser history.pdf