At Weeth School we use the history curriculum to ignite children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values.
Our 3 I’s are referred to throughout each unit of study as we consider how the actions of others has ‘Inspired, Influenced and Impacted’ on the world then and as we know it now.
Developing the five competencies of social and emotional learning such as: listening, empathy and considering diverse perspectives helps the children better understand history. At Weeth, our intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding.
Camborne is steeped in history particularly linked to trade and industry. With this in mind, our carefully planned curriculum focuses predominantly on trade and settlement throughout history. We feel that it is important that our children have a sense of pride and understand the impact that local significant figures and events had on their local community.
Where learning will be enhanced, cross-curricular links are made e.g. Geography and RE.
Implementation Our delivery of history follows the National Curriculum and we use our Crofty small steps to ensure progressive and sequential coverage.
The teaching of history equates to at least one hour per week however in some instances, lessons may be taught in longer blocks depending on the nature of the task.
The journey of history at Weeth starts in EYFS with their immediate history and family and then extends to beyond living memory in KS1.
In KS2 they begin their chronological journey through history starting with the Stone Age in Year 3 ending with the Battle of Britain in Year 6.
Where appropriate we use historical artefacts, visitors, workshops and visits to excite and intrigue our children to find out more about events and people from the past. We aim to give our children as much understanding as possible about what is was like to be around at a particular period in history by having practical and experiential lessons where possible.
Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.
Prominent displays are in each classroom reflecting current unit being taught. They include key vocabulary and celebrate learning created by the children.
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|FS2||My Family||Who is in my community? How have their roles changed from in history?||Space exploration
Similarities and differences between things in the past and now.
|Year 1||‘Back to School’
Changes in living memory
|‘Tales of Trengrouse’
Locally Significant people.
|Year 2||‘Great Fire of London’
Events beyond living memory
|‘Great Explorers of Land and Sea’
Comparison of lives of famous people.
|Year 3||‘Stone Age to Iron Age’
Focus on settlements and trade
|Year 4||‘Rotten Romans, according to Boudicca’|| ‘Ancient Greece’
Focus on democracy
|Year 5||‘Invaders and Settlers’
Anglo-Saxons, Scots and Vikings
|Year 6||‘The Story of Tin’
Local History – Case Study
|‘Battle of Britain’
Period of Time Beyond 1066