History
History @ Henry Green
I | Inclusive | Topics and materials are chosen to reflect the history of our diverse community and our children’s ever changing lives.
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D | deep Learning | Extended Abstract planning focuses on pupils evaluating, justifying and independently exploring all aspects of historical events. |
E | engaging | Powerful stimuluses – WOW! moments and Big Finishers, together with visits to historically significant places help engage and inspire pupils.
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A | Authentic | Authentic learning experiences based around our local history in every year group and our school context feeds into the history curriculum.
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S | Schema building | Prior learning is continually referred to, so pupils can build upon existing and make new schemas in order to secure skills and knowledge in their long term memory. |
History INTENT | Our history will inspire pupils’ curiosity to know more about the past in order to shape their future and equip the children to ask perceptive questions, think critically, analyse evidence. It will help pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time. | |
EYFS INTENT
| What makes them the same and different to others, how we share and work together. Recalling and sharing significant times and events in their own personal history. Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. (Understanding the World: People and Communities – ELG)
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| Autumn | Spring | Summer | |||
1 | 2 | 1 | 2 | 1 | 2 | |
EYFS | ||||||
EYFS | All about me
To have a sense of own immediate family and relations. (UW 22-36 PC) | Celebrations in our community
To have similarities and differences from others. (UW 22-36 PC) | Nursery Rhymes and traditional tales
To recognise and describe special times or events for family and friends. (UW 30-50 PC) | Superheroes
To comment and ask questions about aspects of my familiar world. (UW 30-50 W)
| Growing (Plants)
To talk about significant events from my experiences. (30-50 PC) | Moving on and Journeys To know about similarities and differences among families, communities and traditions. UW (ELG)
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Key Stage 1 | ||||||
Y1 | History: My Family History What was life like when our grandparents were children? | History: events beyond living memory Why do we remember fifth of November? | Geography: What will we see on our journey around the world? (Name and locate seven continents and five oceans | History: Who are the greatest explorers and what did they do? | Geography: Our local area What is it like where we live? | Geography: Animals and their habitats Where do our favourite animals live? |
Y2 | Geography: How does the weather change during different seasons in the UK? | History: Our local heroes Who are our local heroes and why should we remember them?
| Geography: Journeys Where does our food come from? | History: events beyond living memory What was life like during and after the Great Fire of London? | Geography: Our Wonderful World What are the seven wonders of the world?
| History: Great Inventions The first flight How did the first flight change the world? |
Key stage 2 | ||||||
Y3 | History: From the Stone Age to the Iron Age How was Britain different during the Stone Age compared to the Iron Age? | Geography: Why is climate important? How is weather and climate generalised into world climate zones?
| History: The Romans in Britain How has the ‘Roman Legacy’ impacted Britain? | Geography: Volcanoes and earthquakes How and why does a volcano erupt? What are the names of most famous volcanoes? | History: How has crime and punishment changed over the years? | History: Ancient Egypt How much did the Ancient Egyptians achieve? |
Y4 | Geography: Trinidad and Tobago How does Trinidad and Tobago compare with UK
| History: Anglo-Saxon settlements Was the Anglo-Saxon period really a Dark Age?
| History: Viking invasions What impact did the Vikings have on the UK?
| History: The Victorians How do the lives of rich and poor Victorian children compare? | Geography: Rivers How are rivers formed? | Geography: North America How do a variety of states in North America compare? |
Y5 | History-Ancient Greece How did the Ancient Greeks influence the western world? BV | History-Journeys How migration today links with events in the past? | Geography- Landscape and climate study How does the alps inform polar research? Study of the Alpine region and polar regions | Geography- UK Trade links Where do our products come from? | Geography- local area and regeneration How has our local area changed? LC | History: Mayans Why should we remember the Maya? |
Y6 | History: World War Two How did the WW1 and WW2 affect the local area? | Geography: The Amazon Why should the Amazon be protected? | History: The Tudors How have the Tudors impacted on life today? | Geography; Protecting the environment Are we damaging the world? Sustainability: how to make the school more sustainable | History: How have fashion, culture and music changed over time?
| Geography: How will the world look in the future? |