History

The importance of History

History matters for every child, parent, guardian and teacher because history is all about people. The study of people of different types from different times and different places is so important. We are the result of a shared past that gives us a sense of local, regional and national identity. History can help to heal the wounds inflicted by racism, nationalism, sectarianism and fundamentalism. History fires pupil’s curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values. Firmly rooted in historical fact, history encourages creativity, empathy and imagination. In history, pupils find evidence, evaluate it and reach their own conclusions. To do this, they need to be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life. History shapes us all.

 

Curriculum Aims

At Lakeside Primary we seek to create a broad and balanced curriculum approach, where skills and knowledge are equally valued.

Learning intentions are skills with implicit knowledge that we want children to be able to learn. Knowledge is distinct, declarative knowledge, such as facts and information that support the learning intentions.

Knowledge and skills are intertwined. They are also mutually beneficial. Research indicates that children become more proficient learners when they develop metacognitive and cognitive strategies, such as being able to retrieve and connect their knowledge. Likewise, when children develop the skill of reading, they can access and build a wider knowledge base.

Therefore, a curriculum that values and finds a balance between both skills and knowledge is the goal. Prioritising one over the other can create significant gaps in children’s learning.

So, should education be about getting children to know more facts? Or should it be about encouraging them to try things out and solve problems? Knowledge or skills? The answer is ‘both’. Knowledge and skills both have a purpose and the best curricula aims to ensure the right balance between them. They are inseparable and  ‘intimately linked’.  

As such at Lakeside, we aim to have a  curriculum that helps children to acquire the knowledge and skills that they need and then gives them opportunities to practice and apply them over time, in order to master them. For declarative knowledge, this includes regular retrieval and application, helping them to store and recall it from memory. For skills, it includes routinely practising and refining the skill.  An outstanding curriculum is one that is designed with these opportunities and connections in place.

 

How History is taught at Lakeside in EYFS

Links with EYFS and History

The EYFS framework is organised across seven areas of learning rather than specific subject areas. The aim of this document is to help subject leaders to understand how the skills taught across EYFS feed into national curriculum subjects.

The most relevant early years outcomes for history are taken from the following areas of learning:

Capture.PNG

 

How History is taught at Lakeside in KS1 and KS2

History is taught across KS1 and KS2 using the Cornerstones curriculum which has four stages.

Children will progress through four distinct stages of learning in each project – Engage, Develop, Innovate and Express.

The four stages seek to do the following: offer all children a memorable experience at the start of every topic which

excites, promotes and hooks children’s interest. During the projects, the children’s curiosity is stimulated through different tasks involving problem solving, creativity and communication which aim to develop new skills through a variety of interesting contexts as well as developing a rich and deep subject knowledge.

 Children are encouraged to understand the purpose and value of their learning, make links and see its relevance to their past, present and future. Different aspects of history are studied across the Key Stages within a coherent and progressive framework which explores the breadth and depth of the national curriculum.

Hook Days

At the start of a new topic we try to engage the children with activitites and experiences that "hook" them in to the upcoming project.

Y3 hook archaeologists.JPG 

Year 3 became archaeologists at the beginning of their Stone Age topic.

AS kids in boat.JPG

At the start of  the Traders and Raiders project, Year 4 built a boat and made shields, amongst other things, as they set sail for new shores.

Egyptians hook.JPG

Experiencing the process of mummification was a good way to engage the Year 5's with their Ancient Egyptian topic. There were many willing volunteers!

Egyptians dress up.JPG 

They also enjoyed making headdresses, writing spells on scrolls and making amulets to protect themselves as they journeyed through the Underworld.

Y6 hook air museum.JPG

Year 6 paid a visit to the local air museum to help them prepare for A Child's War project.

History lessons

Lessons are designed to be fun and engaging and aim to bring history to life.

school days quiz.JPG

Quizzes at the start and end of the topics are used in all year groups and are a useful tool for assessing learning. Year 2 School Days.

Y3 stone age work.JPG

 

 

 

    

 

 

 

 

 

 

Year 3 work making comparisons between the different ages.

AS sutton hoo.JPG

Year 4 became History detectives as they used evidence to work out which King had been buried at the Sutton hoo site.

Tut 1.JPG

Tut 3.JPG   Tut 4.JPG

Year 5 needed to write in role as Howard Carter as he discovered the tomb of Tutankhamun so we created a tomb using artefacts from the museum. The children had to crawl under tables down the corridor before they gained access to the tomb where great treasures met their eyes. They absolutely loved it and it led to some exceptional writing that combined historical knowledge and literary imagination and empathy as the whole experience had been brought to life.

Tut recount 1.JPG    Tut recount 2.JPG

Y6 war poster.JPG   

Year 6 thought carefully about the types of propoganda messages that were around in World War two.

Displays

Displays aim to present key information but also showcase the children's work.

School days.JPG Year two.

Through the ages.JPG  Year 3

Traders and Raiders.JPG Year 4

Pharaohs.JPG  Year 5

 

Events such as Poppy Day are celebrated within school with each year group producing something a bit different.

poppy y1.JPG Year 1   poppy picture y2.jpeg  Year 2

poppy day year 3.jpg  Year 3    Poppy day year 4.jpeg  Year 4

 

History is a fascinating subject and when pupils were asked why it was important, this is what some of them said.

History gives you a sense of how our life has changed and what a big difference there is between lives in the past and now. It helps us understand ourselves and why things have happened and why certain things occur now. (Year 6)

If you didn't know what it was like in the past then it would be hard to understand how we have evolved. You also learn interesting things. (Year 4)

And my personal favourite....

History gives you more knowledge and you get smart. If you don't know about the past then when you're older and your children ask you and you don't know, then they will laugh at you! (Year 2)

A clear reason, if ever one was needed, to become an avid historian!

Websites to explore

www.historyforkids.net

www.natgeokids.com/uk/discover/history/

www.bbc.co.uk/history/forkids

www.ducksters.com>history

Please contact Miss Westbrook (History co-ordinator) through the office if any further help is required.

 

 

 

 

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Sandy Lane, Doncaster, DN4 5ES

T: 01302 368879

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