History at Rivelin
"A People without a knowledge of their past history, origin and culture is like a tree without roots"
History at Rivelinl teaches our children not just knowledge about Britain and the wider world in the past but it promotes critical thinking and the ability to weigh up evidence and develop perspective and judgement.
Our high-quality history curriculum helps our children gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It inspires pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Rivelin Historians will have the opportunity to learn about methods of historical enquiry and how evidence can be used in formulating arguments and interpretations of the past.
History teaching at Rivelin is based on the following six concepts:
- Chronological knowledge and understanding
2. Cultural, ethnic and religious diversity
3. Change and continuity
4. Cause and consequence
Using the skills of:
Historical Enquiry; Using Evidence & Communicating About the Past
At Rivelin We teach history through carefully planned Units of Work, 3 in each academic year. We always try to include a quality key text so that the children learn from a rich variety of literature. We also use authentic souces and resources and draw on resources recommended by The Historical Association and The National Museum.
The impact of quality history teaching alongside exciting topics will help children gain a wealth of knowledge about the past and help them to understand their place in the world. The curriculum will challenge our children to make sense of similarities and differences across time.
Impact is measured through quizes and key questioning skills built into lessons, child-led assessment such as success criteria grids and summative assessments aimed at targeting next steps in learning.
History and The EYFS
In EYFS, the children learn history as part of the Understanding the World Area of Learning, most specifically the Early Learning Goals- People, Culture and Communities and Past and Present.
Children at the expected level of development will:
- Talk about the lives of the people around them and their roles in society;
- Know some similarities and differences between things in the past and now,
drawing on their experiences and what has been read in class;
- Understand the past through settings, characters and events encountered in
books read in class and storytelling
The children begin to develop early historical concepts through the topic “All About Me” where they are encouraged to talk about themselves, their likes and dislikes, families and friends. We explore the concept of significance in the early years by discussing significant or “special” people, objects, memories and times in the children’s lives. We celebrate birthdays and other religious and cultural events which are significant to the children.
We draw on quality key texts such as So Much , When There Were Giants, Titch and a variety of poems and songs to name a few.
Communication is at the heart of our EYFS curriculum. From Nursery, children are taught key historical vocabulary which is then built upon as they progress through KS1 and KS2. Simple words such as time, day, today, yesterday, tomorrow, future - are thoroughly embedded into children’s vocabulary, by saying these words frequently, in context, through stories and poems, and explaining what they mean.
Through our cross curricular curiosity based approach the children learn many historical skills and concepts. Planting potatoes and daffodil bulbs helps the children to appreciate difficult concepts such as the passing of time. Keeping an incubator to observe eggs hatching into chicks, and nurturing caterpillars to butterflies, helps the children to appreciate growth, change and life cycles. Our Understanding of the World curriculum in EYFS is rich with first hand experiences which support the development of important concepts which feed into later learning. We observe the passing of time and the changing of the seasons. We explore growth and decay through our growing, gardening and allotment opportunities.
KEY STAGE 1
As children move into KS1, they build on the strong foundations developed in the EYFS, developing their historical vocabulary, using historical sources deepening their understanding of key historical concepts.
In Year 1, there is a strong focus on learning more about historical events and periods in living memory. Our Toys Through Time topic encourages to explore toys that their parents and grandparents might have played with and make comparisons to toys we play with today. In Year 1, the children also study significant historical figures Florence Nightingale and Mary Seacole. They explore sources to discover more about their lives and make comparisons. They learn how to communicate and present their ideas.
In Year 2 the children learn more about significant events and people in history as well as using historical sources. The children start the year with an exciting Great Fire of London topic. They learn how to examine historical sources and explain what they have found out. They learn about the reliability of sources and how to think in a critical way. Year 2 also study The Victorians and the explorer Scott of the Antarctic to further deepen their knowledge and understanding.
Key Stage 2
To build on the strong foundations in Key Stage 1, in Key Stage 2 we cover a broad range of time periods to allow the children to develop a well rounded view of history. Throughout each of these topics, the children will learn to apply historical skills as well as asking historical questions to enhance their knowledge.
Y3 Manor Lodge Trip
Key Concepts Covered
Cause and Consequence
Change and continuity
Cultural, rthnic, religious diversity