History

At Colham Manor, we strive to deliver a relevant and engaging history curriculum which inspires children's curiosity of the past.

History is important because it helps pupils to understand and interpret the past, and therefore, the present. Through history, pupils develop a deeper cross-cultural awareness and understanding of their own and others’ heritage, through looking at evidence and asking and answering questions. In history, we can analyse successes and failures, which, in turn, teaches us to learn from our mistakes.

Our Approach

We use Kapow Primary’s History scheme of work which aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence.

Through this scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognition of how things have changed over time. The scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.

In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.

Kapow Primary’s History scheme of work enables pupils to meet the end of Key stage attainment targets in the National curriculum and the aims also align with those set out in the National curriculum. For EYFS, the activities allow pupils to work towards the Understanding the world Development matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further history learning in Key stage 1.

What Does History Look Like?

In order to meet the aims of the National curriculum for History and in response to the Ofsted Research review into History, we have identified the following key strands:

These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do. 

Each unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast characters from stories, including historical figures, deepening their understanding of how individual lives fit into broader historical narratives. Children will further develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. The Kapow Primary timeline supports children in developing this chronological awareness.

In the EYFS units, history-related Development matters statements are addressed through a mixture of adult-led and child-initiated activities. In Key stage 1 and 2, units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and conclude, Communicate) when answering historical questions.

Over the course of their curriculum, children develop their understanding of the following key disciplinary concepts:

• Change and continuity.

• Cause and consequence.

• Similarities and differences.

• Historical significance.

• Historical interpretations.

• Sources of evidence.

History is taught through half-termly units which follow a spiral curriculum model where previous skills and knowledge are returned to and built upon. For example, children progress by developing their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of historical contexts and periods.

Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts, concepts and vocabulary.

How Can I Support My Child's Learning?

Introduce your child to their family history through stories

Sharing family stories with children is important and lets them know that people around them, people they love, people they view as heroes, also underwent obstacles and overcame them.

1. Interview a relative

Encourage children to ask grandparents, parents, aunts, uncles and other relatives about kid-friendly topics

• What was their favourite childhood toy?
• Where did they live as a child? What was their home like?
• How did they meet their partner?
• What was the biggest event of their childhood?

2. Create a family tree

Use tools like the National Geographic Kids Guide to Genealogy to create a family tree, showing them how they’re connected to extended family.

3. Family food history

While baking or cooking with your children, share bits of family culinary history, such as your favourite foods as a child, who taught you how to cook and aromas you remember from your grandparent’s kitchen.

4. Go on an heirloom scavenger hunt

Explore some family treasures (heirlooms, photos, childhood treasures) on shelves, walls, lofts or storage spaces. Encourage your child to point out ones that interest them and then tell them all about it's origin story.