Learning is defined in the Ofsted handbook as ‘An alteration in long-term memory.’ In order to achieve this, the curriculum needs to be in an order so that new knowledge and skills build on what has been taught before, meaning pupils can connect new knowledge with existing knowledge and work towards clearly defined end points.
History in the school curriculum
Being an all-through school has enabled us to create a bespoke programme that builds on skills and knowledge across the whole school.
- We enhance the curriculum by utilising the skills of our Secondary colleagues to deepen subject knowledge of both staff and students.
- Units with key objectives have been planned by the Primary staff in order to ensure there is continuity and progression from Reception to Year 6 and into KS3.
- The command words: Describe, Explain and Compare are used when planning activities, to enable children, when they are developmentally ready, to show their historical understanding; this leads directly into the KS3 requirements from Year 7.
- At Gildredge House, we recognise that experiences and enrichment opportunities help to bring the subject of History alive. There will therefore be opportunities to:
- Handle artefacts with care
- Welcoming visitors eg Hands on History
- Use imaginative play or drama to express feelings and ideas
- Respond to images, games, stories, art, music and dance
- Make visits to local places of interest including castles, where possible, and where not, make use of videos and the internet.
Primary Intent for History
1. To deliver a curriculum which is accessible to all and that will maximize the outcomes for every child so that they know, remember and understand key information about people, events and contexts from a range of historical periods, including significant events in Britain’s past.
2. To equip children with the necessary skills to act as historians by investigating and interpreting the past using a range of resources. We will encourage the children to provoke thought, questions and discover answers to these questions, in order to gain a greater understanding of their wider world, including the past.
3. Children will understand what it means to live in the UK today and be a British citizen, compared to in the past.
Implementation of History at Gildredge House
|Foundation Stage||History will make an active contribution to all of the seven areas of learning.|
|1||What happened to dinosaurs? Why are palaeontologists important?|
How do you build a castle? Who lives in a castle? How can we defend a castle?
|2||Why are space missions important?|
How is life different now to life in London in 1666?
Did we always know Australia existed?
|3||How did we communicate without letters in the Bronze Age?|
What does it mean to be a hero?
Nelson Mandela: How did one man change a nation?
|4||Which invention is the most significant and why?|
Why did all roads lead to Rome?
Why was chocolate so important to the Mayans?
|5||Who were the claimants to the thrown in 1066 and was the victor, the rightful heir to the throne?|
Why was the discovery of King Tut’s tomb, such a find?
Henry VIII: Hero or Villain?
|6||What was life like for a child in Victorian times?|
What was life like for a child in WW2?
What comparisons can we make between life in Ancient Greece to life today?
For more information on implementation and impact, read our History Statement