Queens’ Federation: History Subject Statement
At the Queens’ Federation we aim to foster ‘Learning for Life.’
We will provide a rich, relevant and inspirational curriculum that promotes a lifelong love of learning and equips our pupils with the key knowledge and understanding, skills and personal qualities that they will need to thrive in a rapidly changing world. Our curriculum is designed to be relevant to our children and is linked to the context of our school and the local community.
At the Queens’ Federation, our high-quality, creative history curriculum aims to inspire a curiosity and fascination about the past. Pupils will develop a well-rounded knowledge about the past and its events, will be able to make links between topics studied and will understand how the past has shaped our lives today.
Our history curriculum develops both historical skills and knowledge. Pupils have opportunities to investigate and interpret the past, understand chronology and communicate historically. Our curriculum is organised chronologically enabling pupils to be able to draw comparisons and connections between different time periods and their own lives. We aim to enable our pupils to build an overview of local history, the wider local community, Britain’s past and the past of the wider world.
Our history curriculum is enriched through the use of hands-on experiences, school-based historical events, visits to places of significance in the local area, trips to museums and sites of historical relevance and presentations by visitors. All of these activities provide our pupils with the opportunity to acquire new knowledge and understanding and to develop skills which can be utilised within their learning at the Queen’s Federation. The curriculum is enriched, wherever possible, through links to learning in other curriculum areas such as geography and english.
We view assessment as a holistic process, which takes place in every lesson through observation of, in questioning and in conversation with pupils and in the production of written outcomes. History assessment criteria set out the key knowledge and skills that a pupil should achieve at the end of each unit of work.
Our curriculum aims to ensure that pupils leave the Queens’ Federation with a coherent knowledge and understanding of Britain’s past and that of the wider world. Pupils will be equipped with historical skills and knowledge and will be curious to know more about the past. Pupil outcomes evidence a broad and balanced history curriculum and at the end of each year, pupils achieve age related expectations and retain the knowledge and skills learnt from each unit of work.
Children in the Foundation stage will follow the Early Learning Goals, in which ‘History’ is covered in the Understanding of the World area of learning.
From Year 1 to Year 6
All children will follow the National Curriculum programmes of study, which are divided into Key Stage 1 and Key Stage 2. These are then divided into areas of knowledge, skills and understanding. The table below shows when History is taught at Queen Edith and the topics within which it appears.
|Y1||History of toys: Changes within living memory: Look at contemporary toys and study toys parents, grandparents and even great-grandparents may have played with. Look at similarities and differences and identify changes in materials and technology. Set up a toy museum.||Castles: Discover the castles around the British Isles. Find out about the most splendid castles and their locations around the UK, exploring their different architecture.|
|Y2||The Body Machine: Finding out about significant individuals e.g. Florence Nightingale||Fire and Ice: Historical periods within (just!) and beyond living memory: the Great Fire of London, Carlos Gatti, Shackleton||Around the World :Historical explorers, inventors & crusaders, e.g. Captain Cook and the Wright brothers|
|Y3||Ancient Greeks: A study of Greek life and achievements, and their influence on the Western world||Pirates: A history of seafaring and pirates||Stone Age to Iron Age: Changes in Britain during this period, including Iron Age hill forts such as Wandlebury|
|Y4||Explorers:||The Romans: The Roman Empire and its impact on Britain. Invasion, conquest and resistance||Travel to the Golden Age: Early Islamic civilisation, including a study of Baghdad c. AD 900. A non-European society providing contrast with British history|
|Y5||Ancient Egyptians: Investigating what it was like to live in Egypt during the time of mummies, ancient gods and pyramids. Children will also take part in an Ancient Egyptian Day.||Anglo Saxons and Vikings: Investigating what it was like to live in Britain between the Stone Age and Iron Age. As part of this, the children will go on an educational visit to West Stow where they will experience what life was like in an Anglo-Saxon village.|
|Y6||World War 2: and the impact on Britain. Investigating the poignant events throughout the war and how life in Britain changed during and after the end of the war.||Cambridge University: A walking tour, the history and some of its famous alumni.|
The History curriculum as outlined above is often taught in a cross curricular way. For example, the Greek topic in Year 3 will make meaningful links to other areas of the curriculum such as Art, DT, English and Science.
For more information please click on the link to view our History Policy on our Policies page.
Examples Of Learning:
This half term, Year 3 have been learning all about the Ancient Greeks. During history lessons, children have compared Ancient Greek everyday life and culture to modern day everyday life and culture. The children can now explain the impact of Ancient Greek civilisation on the modern world. Every children had the opportunity to make and decorate their own Greek pot using historical artefacts as a comparison.
This half term, Year 5 have been learning all about Ancient Britain. Have a look at some of their wonderful work, looking at where the Anglo-Saxons came from and the 7 Anglo-Saxon Kingdoms.
WW2 Individual Projects
For our English homework, which concluded our World War II topic, we all crafted, wrote and presented some astounding World War II projects! We had to be brave to read them out loud in the time allowed and we were able to listen to everyone else too! Numerous topics were covered such as the Blitz, aeroplanes, tanks, shelters, submarines and even some pigeon heroes! Many people had original ideas that were explained perfectly. Congratulations to all!
In our final week of our topic, Year 6 made gas masks! In order to get them to work properly, we cut three holes in the black card and covered the eyeholes with cellophane. Then we wrapped card around the mouth hole and filled it with bubble wrap. We then had to fix it to our heads with string.
Paul Nash Artwork
This half term in Art lessons we have been studying Paul Nash and trying to look closely at his work. We discussed artwork such as The Battle of Britain, Totes Meer, Battle of Germany and Defense of Albion. The sombre tones and colours, as well as the marred landscapes, were great points for debate. We chose our favourite one and tried to replicate a small area of it in his style before creating our own Nash-ish piece, using watercolour or oil pastel, as he did.