History

Curriculum Intent

At Halfway Nursery Infant School, we want children to discover and research the past in a variety of ways using a range of Historical skills. History is a child’s gateway to the past and allows them to understand diversity and change whilst also providing the opportunity to recognise the complexity of people’s lives both now and in the past. We provide children with a broad and challenging curriculum which is engaging and inspires a love of History. We encourage our children to use their imagination and knowledge to make links between the past, the present and the future all the while having fun exploring the exciting and thought-provoking elements of History. Our History curriculum helps children to build a sense of identity and belonging on both a personal and cultural level but also on a national and global level. At Halfway we encourage and enable learners to understand cause and consequence, similarity and difference, continuity and change, significance, evidence, chronology, empathy and perspective.

“History is who we are and why we are the way we are.” ~ David McCullough

 Aims of teaching History

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.

Implementation

Children learn through both substantive and disciplinary concepts, all of which are considered through the curriculum. Concepts will be displayed when teaching history and these will be referred to throughout each unit to ensure children understand their use.

Some of the History Association Scheme has been loosely followed and we have also drawn inspiration from various other schemes of learning however, we have tailored our History Curriculum to fit the needs of our children.

Each unit plans to meet the criteria of the National Curriculum and has been carefully planned out to ensure that Historical knowledge and skills that children are taught get progressively more complex and further back in History to build upon their prior knowledge. As children move through key stages and year groups, prior learning is reinforced to strengthen ‘thereafter knowledge’.

In EYFS the history curriculum is taught as direct adult-teaching of skills is offered as part of the curriculum alongside an enabling environment that provides a wide range of learning experiences. Historical links are made through the area of learning ‘Understanding the World’, where children are provided with opportunities to explore and experience Historical concepts and knowledge. These skills can be taught alongside a focus story and are interlinked with developing the child's literacy skills.

Impact

The impact and measure of this is to ensure that children are equipped with Historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 2 for life as a responsible, conscientious and well-rounded citizen in the wider world. We want the children to have thoroughly enjoyed learning about History, therefore encouraging them to undertake new life experiences now and in the future with a passion and respect for our past and help in the building of a better future.

History curriculum overview

History curriculum overview

History

Curriculum Intent

At Halfway Nursery Infant School, we want children to discover and research the past in a variety of ways using a range of Historical skills. History is a child’s gateway to the past and allows them to understand diversity and change whilst also providing the opportunity to recognise the complexity of people’s lives both now and in the past. We provide children with a broad and challenging curriculum which is engaging and inspires a love of History. We encourage our children to use their imagination and knowledge to make links between the past, the present and the future all the while having fun exploring the exciting and thought-provoking elements of History. Our History curriculum helps children to build a sense of identity and belonging on both a personal and cultural level but also on a national and global level. At Halfway we encourage and enable learners to understand cause and consequence, similarity and difference, continuity and change, significance, evidence, chronology, empathy and perspective.

“History is who we are and why we are the way we are.” ~ David McCullough

 Aims of teaching History

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.

Implementation

Children learn through both substantive and disciplinary concepts, all of which are considered through the curriculum. Concepts will be displayed when teaching history and these will be referred to throughout each unit to ensure children understand their use.

Some of the History Association Scheme has been loosely followed and we have also drawn inspiration from various other schemes of learning however, we have tailored our History Curriculum to fit the needs of our children.

Each unit plans to meet the criteria of the National Curriculum and has been carefully planned out to ensure that Historical knowledge and skills that children are taught get progressively more complex and further back in History to build upon their prior knowledge. As children move through key stages and year groups, prior learning is reinforced to strengthen ‘thereafter knowledge’.

In EYFS the history curriculum is taught as direct adult-teaching of skills is offered as part of the curriculum alongside an enabling environment that provides a wide range of learning experiences. Historical links are made through the area of learning ‘Understanding the World’, where children are provided with opportunities to explore and experience Historical concepts and knowledge. These skills can be taught alongside a focus story and are interlinked with developing the child's literacy skills.

Impact

The impact and measure of this is to ensure that children are equipped with Historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 2 for life as a responsible, conscientious and well-rounded citizen in the wider world. We want the children to have thoroughly enjoyed learning about History, therefore encouraging them to undertake new life experiences now and in the future with a passion and respect for our past and help in the building of a better future.

History curriculum overview

History curriculum overview

History

Curriculum Intent

At Halfway Nursery Infant School, we want children to discover and research the past in a variety of ways using a range of Historical skills. History is a child’s gateway to the past and allows them to understand diversity and change whilst also providing the opportunity to recognise the complexity of people’s lives both now and in the past. We provide children with a broad and challenging curriculum which is engaging and inspires a love of History. We encourage our children to use their imagination and knowledge to make links between the past, the present and the future all the while having fun exploring the exciting and thought-provoking elements of History. Our History curriculum helps children to build a sense of identity and belonging on both a personal and cultural level but also on a national and global level. At Halfway we encourage and enable learners to understand cause and consequence, similarity and difference, continuity and change, significance, evidence, chronology, empathy and perspective.

“History is who we are and why we are the way we are.” ~ David McCullough

 Aims of teaching History

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.

Implementation

Children learn through both substantive and disciplinary concepts, all of which are considered through the curriculum. Concepts will be displayed when teaching history and these will be referred to throughout each unit to ensure children understand their use.

Some of the History Association Scheme has been loosely followed and we have also drawn inspiration from various other schemes of learning however, we have tailored our History Curriculum to fit the needs of our children.

Each unit plans to meet the criteria of the National Curriculum and has been carefully planned out to ensure that Historical knowledge and skills that children are taught get progressively more complex and further back in History to build upon their prior knowledge. As children move through key stages and year groups, prior learning is reinforced to strengthen ‘thereafter knowledge’.

In EYFS the history curriculum is taught as direct adult-teaching of skills is offered as part of the curriculum alongside an enabling environment that provides a wide range of learning experiences. Historical links are made through the area of learning ‘Understanding the World’, where children are provided with opportunities to explore and experience Historical concepts and knowledge. These skills can be taught alongside a focus story and are interlinked with developing the child's literacy skills.

Impact

The impact and measure of this is to ensure that children are equipped with Historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 2 for life as a responsible, conscientious and well-rounded citizen in the wider world. We want the children to have thoroughly enjoyed learning about History, therefore encouraging them to undertake new life experiences now and in the future with a passion and respect for our past and help in the building of a better future.

History curriculum overview

History curriculum overview

History

Curriculum Intent

At Halfway Nursery Infant School, we want children to discover and research the past in a variety of ways using a range of Historical skills. History is a child’s gateway to the past and allows them to understand diversity and change whilst also providing the opportunity to recognise the complexity of people’s lives both now and in the past. We provide children with a broad and challenging curriculum which is engaging and inspires a love of History. We encourage our children to use their imagination and knowledge to make links between the past, the present and the future all the while having fun exploring the exciting and thought-provoking elements of History. Our History curriculum helps children to build a sense of identity and belonging on both a personal and cultural level but also on a national and global level. At Halfway we encourage and enable learners to understand cause and consequence, similarity and difference, continuity and change, significance, evidence, chronology, empathy and perspective.

“History is who we are and why we are the way we are.” ~ David McCullough

 Aims of teaching History

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.

Implementation

Children learn through both substantive and disciplinary concepts, all of which are considered through the curriculum. Concepts will be displayed when teaching history and these will be referred to throughout each unit to ensure children understand their use.

Some of the History Association Scheme has been loosely followed and we have also drawn inspiration from various other schemes of learning however, we have tailored our History Curriculum to fit the needs of our children.

Each unit plans to meet the criteria of the National Curriculum and has been carefully planned out to ensure that Historical knowledge and skills that children are taught get progressively more complex and further back in History to build upon their prior knowledge. As children move through key stages and year groups, prior learning is reinforced to strengthen ‘thereafter knowledge’.

In EYFS the history curriculum is taught as direct adult-teaching of skills is offered as part of the curriculum alongside an enabling environment that provides a wide range of learning experiences. Historical links are made through the area of learning ‘Understanding the World’, where children are provided with opportunities to explore and experience Historical concepts and knowledge. These skills can be taught alongside a focus story and are interlinked with developing the child's literacy skills.

Impact

The impact and measure of this is to ensure that children are equipped with Historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 2 for life as a responsible, conscientious and well-rounded citizen in the wider world. We want the children to have thoroughly enjoyed learning about History, therefore encouraging them to undertake new life experiences now and in the future with a passion and respect for our past and help in the building of a better future.

History curriculum overview

History curriculum overview