We aim for all children to leave Collis as curious and enthusiastic learners who develop a lifelong love of History and its impact on the world around them. This is achieved through a carefully planned curriculum that helps pupils develop a secure chronological knowledge of different time periods of local, British and world history. This is taught alongside a progression of embedded historical skills that ensure children can apply their knowledge to the key substantive concepts of continuity and change, cause and consequence, similarity and difference and significance of people and events. This enables them to make links between and across time periods, following lines of historical enquiry and using a wide range of evidence to gather and evaluate information and then communicate their ideas. Running through all year groups are our ‘golden threads’ such as civilisation, legacy and empire which develop and build on the children’s prior learning throughout their time at Collis.
The National Curriculum for History states that:
Collis has a detailed progression grid for History which supports a clear sequential building of knowledge, skills and vocabulary. In EYFS children start by looking at past and present events in their personal experience and through books read in class. They use everyday vocabulary related to time and identify some differences between things in the past and now. Moving through Key Stage 1, children look at changes within and beyond living memory in relation to toys, homes and the seaside, as well as studying significant events and individuals from the past such as the Great Fire of London, Florence Nightingale and Mary Seacole. From Year 3 onwards, the curriculum is structured in chronological order so children build up a clear picture of events and periods around the world, relating these to what has previously been studied. In Year 6, children study the Mayan people in order to draw comparisons with a range of civilisations that have been covered previously.
Workshops, visits, themed events and artefact handling are used as well as a wide range of classroom based activities to bring the subject to life and to help embed this learning so that children know more and remember more. For example a local history visit to Hampton Court palace in Year 5 provides inspiration for a self-directed project on the Tudors, while Year 6 visit Gunnersbury museum for an
immersive experience of Victorian schooling. Cross- curricular links are made with other subjects to broaden children’s ability to apply their historical knowledge in different contexts.
If you were to walk into a History lesson at Collis, you would see:
Example of golden thread – ‘legacy’:
What makes London special?
Impact of Victorian traditions on Christmas
The Great Fire of London – impact on layout of London today
Ancient Egypt – hieroglyphics, pyramids, artefacts
Romans – impact on Britain today e.g. roads, viaducts, entertainment
Greeks – democracy, architecture, Olympics, theatre
Victorians industrial revolution – factories, machinery
Children are assessed on their knowledge and skills in a variety of ways. There is an initial pre-assessment and a final summative assessment carefully matched to the learning objectives and key knowledge for each unit. Regular AfL and opportunities for revisit and recap ensure that teachers address any gaps or misconceptions as a topic is taught. Children’s books show evidence of a clear sequence of lessons that address a ‘Big question’ for each unit. Children are confident to talk about their learning journey in History and show enthusiasm for the subject:
Year 1 - ‘History is fun because we do lots of interesting activities like drawing our own Victorian beach’
Year 2 – ‘I can learn about History by looking in books. I can ask my grandparents about the past’
Year 3 – ‘I like History because we connect it to other subjects like English, science and Geography. We mummified a tomato so it linked with Science and we wrote instructions about it.’
Year 4 – ‘The Romans were very useful to us – we have central heating. Romans covered some of Africa and Europe and invaded Britain’
Year 5 – ‘I’m interested in the history of medicine and cures. I know that there will one day be a cure for cancer and that will be history. I found out about medicine while learning about the Tudors in Year 5’
Year 6 – ‘History has crossed into English and art a lot. I’ve learned to think about things more deeply and how history is such an important subject as it makes us who we are.’
Priorities for 2022-23:
Please have a look at the presentation to see some of the work that was shared.