THE GILES NURSERY AND · understanding of the passing of time by sequencing the school day, seasons...

THE GILES NURSERY

AND INFANTS’ SCHOOL

History Report for Governors

2019/2020

History Report for Governors

2019/2020

Curriculum Leader: Miss Jade O’Regan

Governor: Mrs Badrun Khanom The aim of our history curriculum is to ensure that:

pupils are inspired and develop a curiosity about the past

pupils develop an awareness of the past, using common words and phrases relating

to the passing of time

pupils develop vocabulary of everyday historical terms

pupils know where the people and events they study fit within a chronological

framework

pupils can identify similarities and differences between ways of life in different

periods

pupils ask and answer questions, choosing and using parts of stories and other

sources to show that they know and understand key features of events

pupils understand some of the ways in which we find out about the past

Leading History

The role of the curriculum leader is to ensure that pupils develop their understanding of

history and make progress towards the aims listed above. The curriculum leader plays an

important role in ensuring that there is full coverage of the early years foundation stage

(EYFS) curriculum and the national curriculum and that there is a clear progression of skills

and knowledge across the school. The curriculum leader collects pupil voice, photographic

evidence, observes lessons and organises scrutiny of pupils’ work. This evidence, including

data, measures the implementation and impact of the history curriculum taught at The Giles

Nursery and Infants’ School. This supports the curriculum leader in planning for progression

in history and in ensuring that pupils receive a high quality of education in this subject. The

curriculum leader communicates with the headteacher and school governor throughout the

school year.

Curriculum intent

This has been another exciting year in history at The Giles Nursery and Infants’ School and

the children have continued to enjoy the exciting learning taking place in their history

lessons. They have also continued to develop their own historical knowledge and skills, which

has been rewarding for their teachers to see.

Teachers plan a creative, spiral curriculum to ensure that learning happens in a sequential,

progressive manner. This enables pupils to build their knowledge and skills upon previous

learning and embed what they have learnt.

This year the curriculum objectives have been delivered through the following topics and

areas of learning:

Early years foundation stage (EYFS)

In the EYFS, the pupils begin to develop their awareness of the past by sharing experiences

of events in their lifetime; for example, birthdays, Christmas, holidays and weddings. Each

classroom has a special box where the pupils can bring in important items from home, such

as photographs, certificates and souvenirs, to share with their peers. This enables them to

talk about past and present events in their own lives and in the lives of their family

members. This is the beginning of pupils developing their understanding that they can use

artefacts to help them find out about the past. The pupils begin to develop their

understanding of the passing of time by sequencing the school day, seasons and comparing

day and night.

Year 1

In Year 1, pupils are introduced to historical sources and examine them as evidence; for

example, a portrait of Queen Victoria. In this year group, the focus is on comparative

history. Pupils make comparisons between items that they are familiar with, such as toys

and equipment from the home. The school has a good relationship with Stevenage museum

and uses their loans service regularly to borrow artefacts that support the teaching of

history. The resources borrowed to teach the pupils about a Victorian washday brought the

experience to life, as it enabled the pupils to handle real objects and undertake some of the

tasks in the same way Victorians would have done.

Autumn term topics:

toys

Queen Victoria

Spring term topics:

Victorian period

local history of Stevenage

Summer term topic:

Victorian seaside

Year 2

In Year 2, history starts to become more abstract. The pupils’ understanding of the

magnitude of number increases so they are able to understand a wider passing of time and

understand it in a context; for example, a hundred years ago. They continue to examine a

range of historical sources and evidence, including written documents, such as Samuel Pepys

diary and historical maps. Pupils deepen their understanding of the passing of time and

chronology by developing their understanding of time related vocabulary; for example,

century and decade. They begin to develop empathy towards historical figures and

experiences; for example, considering how soldiers felt in the war or how Robert Falcon

Scott and his team felt when they discovered Roald Amundsen had beaten them to the

South Pole. They move from simple timelines to more extended sequencing; for example,

communication over time, which encompasses a very broad spectrum of change, and the

timeline of Scott’s expedition to Antarctica , which is a narrower time period that took place

a long time ago. In Year 2, the focus is on drawing out similarities and differences rather

than focusing solely on comparison.

Autumn term topic:

Guy Fawkes and the Gunpowder Plot

Remembrance Day

Spring term topic:

Antarctica – Race to the South Pole

Native Americans including the life of Pocahontas

Summer term topic:

Great Fire of London including Samuel Pepys

Developing an understanding of chronology

In Reception, there are many opportunities for discussion of what happened first, yesterday,

tomorrow and last week. In Year 1, the sequence of events is discussed as it is taught; for

example, Stevenage clock tower was built after Queen Victoria was alive but before the

pupils’ parents were born. In Year 2, they build a visual timeline of events so that pupils can

build their understanding of chronology sequentially.

Curriculum Implementation

Is history taught in a rich and varied way?

The history curriculum is taught in a rich and varied way, with strong cross-curricular links

to other subjects. This helps bring learning to life and make it meaningful within a context.

During Year 2 English lessons, the pupils write explanation texts about Guy Fawkes and

make non-fiction books about Pocahontas. They use a range of different sources of evidence

to research information and gather facts. In Year 1 English lessons, the pupils learn about

toys from the past. This sequence of lessons includes comparing old and new bears, labelling

diagrams and writing captions. The pupils also write explanation texts about how they made

the toys move.

In design and technology, the Year 1 pupils design, make and evaluate models of clock

towers as part of their learning about the local history of Stevenage.

In Year 2 science, modern and vintage polar clothing is borrowed from the Scott Polar

Institute. This enables pupils to compare and contrast the fabrics worn by modern scientists

to those worn by Robert Falcon Scott and his team on their polar expeditions in the early

1900s.

In art across the school, pupils learn about artists from the past and replicate artwork in the

style of a particular artist. In Year 1, the pupils also complete observational drawings of

Victorian washday artefacts.

The school organises high quality enrichment days with the company History Off the Page.

In order to give these workshops an authentic feel, pupils dress up in period clothing for the

day. These workshops inspire pupils through crafts, drama, storytelling and role play. As a

result, pupils are immersed in history in a way that has a meaningful impact on their

learning. The workshops booked for this academic year have included Life in the Big House

(Victorian), Toys (Victorian) and The Great Fire of London (Stuart). This kinaesthetic learning

approach supports pupils with special educational needs and disabilities (SEND),

disadvantaged pupils and pupils with English as an additional language to access the history

curriculum. The workshops provide a hook to stimulate pupils’ interest in a new history topic.

All pupils have a shared experience at the beginning of their learning sequence and

disadvantaged pupils’ experiences are equal to that of other pupils. This enables them to

learn from a similar starting point. Evidence from pupil voice has shown that pupils

thoroughly enjoy these workshops, which ignite their curiosity as well as extend their

knowledge and understanding about the past. After participating in the Life in the Big

House workshop, Alexandra in Red Fox class said, ‘This was the best day ever!’

As a school, we have a strong connection with Stevenage museum. Teachers can plan

exciting lessons where pupils can observe and handle artefacts. The Year 1 spring concerts

had a history focus with a Victorian theme. The pupils dressed up in period clothing and

shared their exciting learning about the Victorian period with their parents and carers. The

pupils used the artefacts from Stevenage museum to demonstrate how Victorians washed

and dried their clothes without an electric washing machine.

What has been done to improve standards?

All teachers were given three additional inset days in the autumn term in order to complete

a full audit of curriculum coverage and progression across the school. Curriculum leaders

ensured that any gaps or duplication in content were addressed. Planning was meticulously

scrutinised to check that there is clear progression in the skills and knowledge being taught

for each curriculum area. Year group teams worked to ensure that the skills and knowledge

being taught in their year group are sequential and build on those taught previously.

Teachers also ensured that there are opportunities to revisit key learning so that pupils are

able to commit the skills and knowledge they have learnt to memory. The curriculum leader

worked alongside teachers to ensure that progression is closely aligned with both the EYFS

and national curriculum expectations. The curriculum leader then made a final review of the

curriculum for history and collated a curriculum journey, which outlines pupils’ experience of

history from Nursery through to the end of Year 2. This process enabled the curriculum

leaders to ensure that a progressive and enriching spiral curriculum, with a strong thread of

continuity runs throughout the school.

This process highlighted a gap in our history curriculum, which have now been addressed. A

new sequence of Year 1 lessons has been carefully planned, covering the local history of

Stevenage. The first lesson takes the pupils through a chronological journey of Stevenage as

a 7th Century Saxon village, to the Old Town and New Town of today. The pupils learn

about the Queen opening the Town Centre in 1959 and the history of the clock tower. The

curriculum leader has arranged for Stevenage museum to deliver a key stage 1 assembly

about Stevenage’s local history.

Staff continue to attend Stevenage curriculum cluster meetings at a local school. This

enables leaders to build links, share strengths and areas for development and encourages

collaborative working. Resources, ideas and best practice are shared and Ofsted and

Hertfordshire Improvement Partner inspections and experiences are discussed. This process

has been very helpful in supporting curriculum leaders to prepare for a possible deep dive in

their curriculum area.

In order to implement our curriculum successfully, progress towards targets

2018/19 was as follows:

Whole school moderation: Throughout the year, it has been planned for all subjects to undergo a whole school moderation, which is a fantastic opportunity to share evidence of the learning in history that has taken place across the school.

Observe history across the school: It has been arranged with teachers for the curriculum

leader to observe history lessons in each class during the spring and summer terms. This will

provide rich evidence of the range of history topics being taught within the school and will

demonstrate the progression of skills from early years through key stage 1.

Review activities through pupil voice: It is planned within the history moderation schedule

that pupil voice will be taken at the end of the observed topics in the spring and summer

terms. This will provide feedback on how much the children are enjoying their history lessons

throughout the school. It will also enable the curriculum leaders to take account of pupils’

views and to make adaptations to the curriculum in light of their feedback.

Collect photographic evidence: The history photographic file has been updated recently with

photographs from this year’s workshops and other history lessons and activities.

Oversee workshops: Both the Toys and Life in the Big House workshops were thoroughly

enjoyed by Year 1 pupils. The Great Fire of London workshop is booked for the summer

term for Y2.

Curriculum Impact

What is the quality of education in history across the school?

In the spring term, the curriculum leader and members of the senior leadership team

conducted a work scrutiny in history. Examples of work from key stage1 and the early years

foundation stage were examined to ensure there is clear progression in the skills and

knowledge being taught across the school. The work scrutiny revealed that history is taught

in a rich and creative way, with a particularly strong link with English. Pupils’ work was high

quality and showed evidence of meeting the objectives of the history curriculum. The pupils’

work was collated in the curriculum leader’s file as evidence of this. The teachers also used

this work scrutiny as an opportunity to answer questions that could potentially arise in a

deep dive in this subject.

The photographic evidence file has been updated with photographs from workshops this

academic year. The photographs capture the magic of these enrichment days, where pupils

are fully engrossed in tasks, with enjoyment etched on their faces. Pupil voice collected

after these events demonstrate the enjoyment and level of engagement sustained by the

pupils.

Lesson observations have highlighted the vast knowledge that pupils have gained about the

past. In a lesson comparing modern day appliances with Victorian artefacts, the pupils could

articulate how life was more difficult during this period. They were able to make

comparisons to the modern day and explain how bath time and laundry took much longer,

requiring human effort, compared with the power of electric machines. It was observed how

fascinated and interested the pupils were when asking questions about the past. If we are

able to continue to inspire the pupils and ignite their curiosity, we can use this as a powerful

tool to teach the aims of our history curriculum.

Moving forward: Actions for 2020/21

carry out planned observations in history across the school

organise a time line display of key historical events

carry out planned review of new sequence of lessons

organise assembly for ks1 with Stevenage museum

continue to collate photographic evidence of displays and pupils work

oversee workshops if support is required

review resources and update as and when required

share the Rising Stars history assessment tool with staff

collate and analyse summer term history data

ensure that clear and consistent key vocabulary is used across all curriculum subjects

Footnote: Due to school closure as a result of the COVID-19 epidemic, some elements of

this report will need to be adjusted. We continue as a school to support all our pupils,

including those in the SEND and disadvantaged groups by providing on-line learning,

individual learning packs, home phone calls and regular emails.

THE

GILES NURSERY AND

INFANTS’ SCHOOL

Curriculum Journey

History

Nursery Subject: History Understanding the World - People & Communities Term: Autumn Key Vocabulary: Today, day, long ago, yesterday, tomorrow, old, new, who?, what?, grand parent, now, next,

before, morning, afternoon 22-36 months 30-50 months

. Has a sense of own immediate family and relations. • In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea. • Beginning to have their own friends. • Learns that they have similarities and differences that connect them to, and distinguish them from, others.

• Shows interest in the lives of people who are familiar to them. • Remembers and talks about significant events in their own experience. • Recognises and describes special times or events for family or friends. • Shows interest in different occupations and ways of life. • Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Child initiated learning (indoor & outdoor free-flow - all areas of EYFS curriculum covered) Daily routines and activities (Autumn main focus C & L and PSED but all areas of EYFS curriculum covered) Morning greeting & getting ready for class Stop, look & listen Singing x 3 Story & rhyme time x 2 Handwashing and toilet time Snack time Counting activities, shape songs and activities Adult led activity/Circle Time Group discussion and sharing news Preparing for home time Adult led activity 22-36m 30-50m Children to celebrate Rosh Hashanah, listening to stories and music. Trying celebration foods – apples, honey, pomegranates and Challah bread.

Learn that they have similarities and differences that connect them to, and distinguish them from others.

Recognise and describes special times or events for family or friends.

Children to celebrate Diwali listening to stories and music. Looking at and creating Rangoli patterns.



Children to share Diwali snacks together. Beginning to have their own friends. Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family or friends.

Role-play- Diwali house. In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.

Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Red and discuss the story of Handa’s Surprise. Compare the setting and characters to own lives.

Learns that they have similarities and differences that connect them to, and distinguish them from, others.

Remembers and talks about significant events in their own experience. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Children to celebrate Teddies birthday by writing invitations, sharing the celebration with their friends, wearing special clothes, making decorations, cards, presents and food. Talking about their own special celebrations. Role play Teddies party house.

In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.

Shows interest in different occupations and ways of life.

Children to celebrate Christmas, listening to stories. Roleplay area Tell the story in their own words.



Nursery Subject: Understanding the World – The World Term: Autumn Key Vocabulary: Today, day, long ago, yesterday, tomorrow, old, new, who?, what?, grand parent, now, next,


• Enjoys playing with small-world models such as a farm, a garage, or a train track. • Notices detailed features of objects in their environment.

Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment.

Child initiated learning (indoor & outdoor free-flow - all areas of EYFS curriculum covered) Daily routines and activities (Autumn main focus C & L and PSED but all areas of EYFS curriculum covered) Morning greeting & getting ready for class Stop, look & listen Singing x 3 Story & rhyme time x 2 Handwashing and toilet time Snack time Counting activities, shape songs and activities Adult led activity/Circle Time Group discussion and sharing news Preparing for home time Adult led activity 22-36m 30-50m Autumn Walk Notices detailed features of objects in their environment Can talk about some of the things they have observed such

as plants, animals, natural and found objects. Developing an understanding of growth, decay and changes over time.

Facts, stories, rhymes and songs about Autumn Notices detailed features of objects in their environment. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects.

Night time and daytime Talk about the differences between night time and daytime, the importance of sleep, which animals come out at night, the different jobs people do.

Notices detailed features of objects in their environment. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects.

Facts, stories, rhymes and songs about spiders Spider & web hunt – use magnifying glasses Playdough spiders

Notices detailed features of objects in their environment. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Shows care and concern for living things and the environment.

Weather, clouds, wind and rain Notices detailed features of objects in their environment. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work. Developing an understanding of growth, decay and changes over time.

Science week – Handa’s Surprise Children to use their senses to feel, taste and smell the fruit from the story.


Nursery

Subject: Understanding the World - People & Communities Term: Spring Key Vocabulary: Today, day, long ago, yesterday, tomorrow, old, new, who?, what?, grand parent, now, next,




Daily routines and activities & Child Initiated Learning (indoor & outdoor free-flow - all areas of EYFS curriculum covered) Morning greeting & getting ready for class Stop, look & listen Singing x 3 Story & rhyme time x 2 Handwashing and toilet time Snack time Counting activities, shape songs and activities Adult led activity/Circle Time Group discussion and sharing news Preparing for home time Adult led activity 22-36m 30-50m Children to celebrate Chinese New Year by listening to stories and music. Tasting Chinese food and using chopsticks. Re-enacting the Great Race.

Learn that they have similarities and differences that connect them to and distinguish them from others.


Children to share Chinese snacks together. Beginning to have their own friends. Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family or friends.

Chinese New Year role-play takeaway and restaurant. In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.


Red and discuss the story of ‘Cleversticks’. Compare the setting and characters to own lives.


Remembers and talks about significant events in their own experience.


Different occupations Role of the takeaway and restaurant staff. Role of the customer.



Stories from around the world – Africa



Celebrating Mother’s Day. Has a sense of own immediate family and relations.

Shows interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family or friends.

Celebrating Pancake Day and Easter. Look at symbols of Easter.


Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family or friends. Shows interest in different occupations and ways of life. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Belonging to a family, a class, and a group within the class.

Learns that they have similarities and differences that connect them to, and distinguish them from, others. Has a sense of own immediate family and relations.


Nursery

Subject: Understanding the World – The World Term: Spring Key Vocabulary: Today, day, long ago, yesterday, tomorrow, old, new, who?, what?, grand parent, now, next,




Daily routines and activities & Child Initiated Learning (indoor & outdoor free-flow - all areas of EYFS curriculum covered) Morning greeting & getting ready for class Stop, look & listen Singing x 3 Story & rhyme time x 2 Handwashing and toilet time Snack time Counting activities, shape songs and activities Adult led activity/Circle Time Group discussion and sharing news Preparing for home time Adult led activity 22-36m 30-50m Facts, stories, rhymes and songs about winter. Notices detailed features of objects in their environment. Comments and asks questions about aspects of their

familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects.

Winter walk - changes in winter season.

Notices detailed features of objects in their environment Can talk about some of the things they have observed such as plants, animals, natural and found objects. Developing an understanding of growth, decay and changes over time.

Weather, clouds, wind and rain Notices detailed features of objects in their environment. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.

Nursery

Subject: Understanding the World - People & Communities Term: Summer Key Vocabulary: Today, day, long ago, yesterday, tomorrow, old, new, who?, what?, grand parent, now, next,




Daily routines and activities & Child Initiated Learning (indoor & outdoor free-flow - all areas of EYFS curriculum covered) Morning greeting & getting ready for class Stop, look & listen Singing x 3 Story & rhyme time x 2 Handwashing and toilet time Snack time Counting activities, shape songs and activities Adult led activity/Circle Time Group discussion and sharing news Preparing for home time Adult led activity 22-36m 30-50m Old photos and artefacts of the seaside.

Children to celebrate Raksha Bandan by listening to stories Making a special friendship bracelet Write some class caring messages.



Children to recall their experiences at Pirate fun day.

Has a sense of own immediate family and relations.

Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family or friends.

Different occupations Role of the shop keeper and assistant in the beach cafe



Nursery

Subject: Understanding the World – The World Term: Summer Key Vocabulary: Today, day, long ago, yesterday, tomorrow, old, new, who?, what?, grand parent, now, next,




Daily routines and activities & Child Initiated Learning (indoor & outdoor free-flow - all areas of EYFS curriculum covered) Morning greeting & getting ready for class Stop, look & listen Singing x 3 Story & rhyme time x 2 Handwashing and toilet time Snack time Counting activities, shape songs and activities Adult led activity/Circle Time Group discussion and sharing news Preparing for home time Adult led activity 22-36m 30-50m

Facts, stories, rhymes and songs about summer. Notices detailed features of objects in their environment. Comments and asks questions about aspects of their

familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects.

Summer walk - changes in summer season.

Notices detailed features of objects in their environment Can talk about some of the things they have observed such as plants, animals, natural and found objects. Developing an understanding of growth, decay and changes over time.

What can you find in a rock pool and pond?

Notices detailed features of objects in their environment. Can talk about some of the things they have observed such as plants, animals, natural and found objects.

Developing an understanding of growth, decay and changes over time.

Sand and water tray experiences.


Reception Subject: Understanding the World Topic: Construction and Materials linked to the traditional tale of The Three Little Pigs Term: Autumn Key Vocabulary: The past, the present, the future, week, month, holidays, weekend, memory, remember, clue,

materials Days of the week – Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Seasons – January, February, March, April, May, June, July, August, September, October, November, December

Activity Skills Knowledge Introducing Harvest

Beliefs and Practices. Symbols and actions. Discussing how and why people prepare for and celebrate a special occasion. Discussing and recalling with their peers prior knowledge and own personal experiences.

Knowing why people around the world celebrate harvest. Knowing how people gather food for harvest. Knowing why people say than you to a God for harvest. Knowing how and where food is stored. Knowing how harvest is celebrated around the world.

Harvest story Beliefs and Practices. Symbols and actions. Discussing and recalling with their peers prior knowledge and own personal experiences. Recalling aspects of a story and providing reasons for choice.

Knowing how a harvest celebration is prepared. Knowing right from wrong: red/green choices

Harvest story reflection Beliefs and Practices. Symbols and actions. Explanation and discussion. Explanation of religious symbols in a church and what they are used for in a ceremony.

Knowing the importance of sharing and what to do for people less fortunate than themselves. Knowing different ways to help/support a friend. Knowing different religious symbols.

Harvest around the world Beliefs and Practices.

Symbols and actions. Recalling of personal experiences. Discussion.

Knowing how harvest is celebrated in different countries around the world. Naming of countries around the world.

Celebrating a Hindu and Sikh festival - Diwali.

Symbols and actions. Retelling the story in their own words using puppets. Using creative media to make own artefacts linked to a celebration. Manipulation of clay to make a Diva lamp. Cutting and sticking. Working within an enclosed space to make a pattern or picture. Discussing a place of worship where Hindus go to celebrate Diwali. Discussing why a candle is lit at ceremonies.

Knowing why Hindus and Sikhs celebrate this festival. Knowing the ways that Diwali is celebrated by their peers, local community and around the world. Knowing the story of Diwali and the characters.

Lighting a lamp a Diwali story. Symbols and actions. Discussing feelings Discussing personal experiences. Discussing why a candle is lit in religious ceremonies.

Knowing why a candle is an important symbol in Hinduism and other main faiths. Knowing why different religions uses candles in places of Worship.

Exploring a Hindu Shrine Symbols and actions. Explaining the different artefacts on a Hindu shrine symbolise. Exploring religious artefacts using their senses.

Knowing the names of different artefacts and what they symbolise.

Advent

Symbols and actions. Beliefs and practices. Recalling personal experiences. Explanation of a special event in their lives. Providing ideas about what special items could be placed in an advent calendar. Discussing ways Christians celebrate the birth of Jesus.

Knowing about Advent and what it symbolises.

Discussing religious symbols which are important to Christians at Advent.

Nativity story Symbols and actions. Beliefs and practices. Recalling sequence of events. Recalling the gifts the three wise men/kings gave Jesus. Naming presents. Discussing why Christians perform the nativity to others. Discussing how do many Christians celebrate Christmas.

Knowing the sequence of the nativity story. Knowing the names of the gifts and what they symbolise. Knowing why it is important for Christians to perform the nativity in schools and in churches.

Retell the nativity story (story map). Symbols and actions. Beliefs and practices. Using repetitive phrases.

Knowing the story, characters and order of events.

Christmas Symbols and actions. Beliefs and practices. Discussion about giving gifts to others. Discussing what is the best gift to give. Discussion about a gift that costs no money.

Knowing why people like to give gifts. Knowing what giving a gift represents.

Reception

Subject: Understanding the World Topic: Science investigations and food technology linked to the traditional tale of The Gingerbread Man Term: Spring Key Vocabulary: The past, the present, the future, week, month, holidays, weekend, memory, remember, clue,


Activity Skills Knowledge To explore what happens in a wedding. Identity and Belonging.

Explore what happens at a wedding and discuss what is important about the ceremony. Linking and recalling of personal experiences.

Knowing what a wedding symbolises. Knowing why couples get married. Knowing the promises a couple make to each other. Knowing why a wedding is a celebration

To explore what happens at a wedding. Identity and Belonging. Explore what happens at a wedding and discuss what is important about the ceremony. Recalling of personal experiences. Discussion of feelings.

Knowing about what is a friendship and it is important to have friends. Knowing what a promise is Knowing what to do when people are not friendly towards others to themselves. Knowing what to do if they see someone who is feeling lonely. Knowing the structure of their family.

To explore what happens to a wedding (vicar from local church)

Identity and Belonging. Discussion. Explanation Questioning

Knowing what a religious person wears to perform a wedding ceremony (Christian) Knowing how a religious person supports a couple getting ready for marriage.

To re-enact a wedding ceremony Identity and Belonging. Role-play Speaking Recalling of prior knowing about weddings and promises. Responding to music Listening to a bible reading.

Knowing the promises a couple make during a wedding ceremony.

To look at a wedding from a different religion.

Identity and Belonging. Explore similarities between weddings in a variety of cultures and religious traditions. Discussing the similarities and differences of two religious weddings.

Knowing how to compare similarities and differences between two different religious weddings.

Celebrating Chinese New Year. Beliefs and Practices. Sources of Wisdom. Retelling the story in their own words using wooden figures. Manipulation of materials to make dragons, lucky envelopes, blossom cards, using chopsticks to pick up pom-poms, wool, crepe paper. Cutting and sticking. Working within an enclosed space to make a pattern or picture.

Knowing why Chinese communities around the world celebrate Chinese New Year. Knowing the ways that Chinese New Year celebrated by their peers, local community and around the world. Knowing the story of Chinese New Year and the characters.

Celebrating Pagan festival. (Valentines Day) Retelling the story in their own words using puppets. Manipulation of paper to make cards. Cutting and sticking. Working within an enclosed space to make a pattern or picture. Colouring in enclosed lines.

Knowing why this festival is celebrated. Knowing the ways that this festival is celebrated by their peers, local community and around the world. Knowing the story of St. Valentine and the characters.

The Creation story Ultimate Questions. Symbols and actions. Sources of Wisdom. Listening to and discussing aspects of the story.

Knowing about the sequence of the Creation story. Knowing what is alive and what natural things appear dead but are alive.

Sequencing of the story. Explaining what objects are alive/appear dead but are alive/dead.

The Creation story linked to a piece of music Ultimate Questions. Symbols and actions. Sources of Wisdom. Listening to and discussing aspects of the piece of music. Sharing of feelings and emotions. Sequencing of the story. Explaining what objects are alive/appear dead but are alive/dead.

Knowing about the sequence of the Creation story. Knowing how recognise their emotions.

The Creation story linked to a poem and artwork created by different artists

Ultimate Questions. Symbols and actions. Sources of Wisdom. Listening to and discussing aspects of the poem. Sharing of feelings and emotions. Sequencing of the story. Explaining what objects are alive/appear dead but are alive/dead.

Knowing about the sequence of the Creation story. Knowing how artists link their work to stories/music etc.

Making a Mother’s Day card. Beliefs and Practices. Discussing the role of a mother or another significant female person in the child’s life. Discussing what makes them special. Hand printing in the correct place. Printing shapes in the correct place. Writing own name.

Knowing that a line means an enclosed space. Knowledge of colours. Knowledge of how to write own name. Understanding why we celebrate Mother’s Day.

The Palm Story and looking at a painting ‘Our Lord's Entry into Jerusalem' by Christopher Gosey.

Ultimate Questions. Symbols and actions. Sources of Wisdom. Listening to and discussing aspects of the story. Sequencing of the story.

Knowing the story of Jesus riding into Jerusalem. Knowing how Christians celebrate Palm Sunday. Knowing the palm cross is a significant symbol with Christians.

Discussing aspects of the painting, e.g. the curvature of the shapes within the painting. Linking to personal experiences.

The Easter story Ultimate Questions. Symbols and actions. Sources of Wisdom. Discussing what Easter represents. Listening to and discussing aspects of the story. Sequencing of the story. Linking to personal experiences.

Knowing the Easter story. Knowing about significant symbols in the Christian church.

Easter symbols Ultimate Questions. Symbols and actions. Sources of Wisdom. Discussing the importance of the different Easter symbols and the role, they play. Linking to personal experiences.


A story linked to the Easter story Ultimate Questions. Symbols and actions. Sources of Wisdom. Discussing what Easter represents. Listening to and discussing aspects of the story. Sharing of feelings and emotions. Linking to personal experiences.


Making an Easter card. Beliefs and Practices. Symbols and actions. Sources of Wisdom. Creating a pattern using lines and shapes. Sticking the chick in the correct place. Adding the details of the features of an animal. Writing own name.

Knowing that a line means an enclosed space. Knowledge of how to create a pattern. Knowledge of colours. Knowledge of how to write own name. Understanding why we celebrate Easter.

Reception

Subject: Understanding the World Topic: Life cycles and Growing linked to the traditional tale of The Little Red Hen Term: Summer Key Vocabulary: The past, the present, the future, week, month, holidays, weekend, memory, remember, clue,


Activity Skills Knowledge The role of the vicar in a church (‘Puddles Lends a Paw’)

Justice and fairness. Human Responsibility and values. Listening to a story. Discussion. Recalling personal experiences. Acting out aspects of the story.

Knowing what a vicar is. Knowing who can help/support the vicar in church.

A Hindu story (‘The Lion and the Jackal’) Justice and fairness. Human Responsibility and values. Listening to a story. Discussing what is right/wrong/unfair. Discussing how to deal with tricky situations.

Knowing what was right/wrong/unfair in the story. Knowing fairness and how to deal if a person plays a trick you.

A Buddhist story (‘The Donkey in the Lion’s skin’)

Justice and fairness. Human Responsibility and values. Listening to a story. Discussing what is right/wrong/unfair. Discussing how to treat people kindly.

Knowing what was right/wrong/unfair in the story. Knowing how to treat other people.

Brown Fox tricks Stork’ (Interactive story) Justice and fairness. Human Responsibility and values. Listening to a story. Discussing what is right/wrong/unfair.

Knowing what was right/wrong/unfair in the story. Knowing how to treat people kindly and with respect.

Discussing how to treat people kindly and with respect.

Aesop fable (‘The Grasshopper and the Ant’) Justice and fairness. Human Responsibility and values. Listening to a story. Discussing what is right/wrong/unfair. Discussing how to work together and as a team.

Knowing what was right/wrong/unfair in the story. Knowing ways to work together as a team to get a job done.

Prayer and reflection Prayer, worship and reflection. Being able to sit and reflect. Feeling safe. Discussing emotions and feelings. Discussing where in the classroom could the children go to have quiet moments.

Knowing their own emotions and feelings. Knowing areas in the classroom to go to, to have a quiet time.

Creating a prayer (‘Six prayers from different faiths)

Prayer, worship and reflection. Listening to the different prayers. Generating ideas to go into a prayer.

Knowing what a prayer is. Knowing what the common theme is in all the prayers. Knowing what would be acceptable thoughts to go into a prayer.

Important places in the home – why are they special? (Read ‘Sally’s Secret’ by Shirley Hughes’)

Prayer, worship and reflection. Listening to the story. Discussing places which are important to the children. Listening to others contributions.

Knowing about feeling safe. Knowing where they like to go to play/reflect/be quiet.

Important places in the school – why are they special

Prayer, worship and reflection. Listening to the story. Discussing places which are important to the staff/ children. Listening to others contributions.

Knowing places in Reception area and school. which are special to different people.

Important places in the local community - why are they special

Prayer, worship and reflection. Listening to the story. Discussing places which are important to the staff/ children. Listening to others contributions.

Knowing places in the local community which are special to different people.

Visit to a local church – looking at Christian symbols and artefacts which are important to the Christian community.

Prayer, worship and reflection. Listening to the vicar and people who work along side. Discussing the importance of Christian symbols and artefacts. What are their roles.

Knowing what symbols and artefacts are important to Christians.

Making a Father’s Day card. Beliefs and Practices. Discussing the role of a father or another significant male person in the child’s life. What makes them special. Printing shapes in the correct place. Hand printing in the correct place. Adding the details of the features of a shirt. Writing own name.

Knowing that a line means an enclosed space. Knowledge of colours. Knowledge of how to write own name. Understanding why we celebrate Father’s Day.

Celebrating ‘One World Week’. Sources of Wisdom. Retelling the story in their own words using wooden figures. Manipulation of materials to make doves, rainbows. Artwork to create a Noah’s Ark and the animals, iPad drawings to create rainbows. Counting the animals in 2s into Noah’s Ark. Working within an enclosed space to make a pattern or picture.

Knowing the Christian story of Noah’s Ark.

Year 1

Term: Autumn

Subject: Queen Victoria Chronological/historical key vocabulary: timeline, different, inventions, before your grand parents’ time, detective, drawing, portrait, What…?, because, photograph, opinion, When…?, long ago, similar, important, artefact, Where…?, Victorian period, over one hundred and fifty years ago Topic related vocabulary: British, famous, monarchy, king, queen, coronation, heir, rein, Christmas, traditions, artefacts, portrait, royal, , different, similar, important

Subject: Toys Chronological/historical key vocabulary: timeline, different, inventions, before your grand parents’ time, detective, drawing, portrait, What…?, because, photograph, opinion, When…?, long ago, similar, important, artefact, Where…?, Victorian period, over one hundred and fifty years ago, 1837 to 1901, materials, plastic, wood, paint, metal, design, movement, mechanical, moving parts

Topic Key Vocabulary: frayed stitching, patchy fur, rocking horse, cup and ball, Jacob’s ladder, spinning top, wooden acrobats, flicker books, peg dolls, skipping ropes, doll house, marbles, match box cars, bears

Activity Skills Knowledge

Queen Victoria Introduce Queen Victoria and talk about the 1900s-

Begin by showing the children the PowerPoint and show the slide of young Queen Victoria. Don’t reveal to children who it is.

In talking partners children discuss who they think the famous person could be looking for clues in the picture.

Children to generate questions that they

would like to ask the person in the picture.

Reveal that the person is Queen Victoria and look at facts about her life in the PowerPoint.

-They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. (National Curriculum)

-the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods. (National Curriculum) -

Toy Workshop Children experienced/handled a range of toys from the past. Look and play with the museum artefacts and discuss. Compare old version of toy to modern version e.g. doll, train etc. What is the same/ different? Encourage children to consider: - Design - Material

-identify similarities and differences between ways of life in different periods. (National Curriculum)

-They should use a wide vocabulary of everyday historical terms. (National Curriculum)

- Looks - Movement Cross Curricula link with English exploring non-fiction text about toys from the past looking at dates the toys were invented/made.

To decide whether an object is old or new Make comparisons between old and new bears. Label the parts of an old/new bear (e.g. patchy fur, arm missing, frayed stitching) Cross curricula link with English.

National Curriculum: identify similarities and differences between ways of life in different periods.

They should understand some of the ways in which we find out about the past. (National Curriculum) •To use everyday words and phrases to describe an artefact.

Year 1

Term: Spring Subject: Victorian Homes Chronological/historical key vocabulary: timeline, different, inventions, before your grand parents’ time, detective, drawing, portrait, What…?, because, photograph, opinion, When…?, long ago, similar, important, artefact, Where…?, Victorian period, over one hundred and fifty years ago, similarities, differences

Topic Vocabulary: range, coal fire, candle, washboard, wooden dolly, carbolic soap, bath, chamber pot, laundry, washing machine, tumble dryer, electricity, detergent, mangle, carriages, tin bath, toilet, gas lamps

Subject: Stevenage Clock Tower Chronological/historical key vocabulary: timeline, different, living memory, inventions, grandparents’ time, drawing, detective, What…?, modern, because, homes, the older generation, photograph, opinion, maps, post war, long ago, similar, important, memories, artefact, Where…?, change

Topic Key Vocabulary: Clock tower, Old Town, New Town, St Nicholas Church, community, village, horse drawn carriages, market, town centre, local, Queen


How were homes long ago different from homes today?

Show the children a large picture of a Victorian of a Victorian home. Tell them they are going to find out about the sorts of homes people lived in a long time ago. Using the knowledge, they have developed through the previous activity, ask the children to identify the key features they can see (Geography). What is different about this home from modern homes? Is it made from the same material? Are the windows the same shape? How do they open and close? What is different about the front door?

National Curriculum: They should ask and answer questions.


What would we find inside people’s homes a long time ago?

Read the children a story set in a Victorian home and show them pictures of different rooms in the home. Ask them to identify each room using the furniture and household objects as clues.

Encourage the children to notice and describe as many objects as they can in each picture. Ask them to use their knowledge about their own homes to identify those objects in the picture that are the same as today’s, those that are different but recognisable, and those they do not know anything about.



Use the children’s suggestions and ideas to develop a word bank of new nouns and adjectives.

What can we find out about Victorian or Edwardian times from looking at household objects?

Give the children Victorian household objects to feel, smell, weigh and speak about. Using one of the objects, work with the children to develop a set of questions to ask. Is it heavy or light? Has it been painted? Is it decorated? What is it made of? What is it? How do we know it is old? What was it used for? Where would it be used? What do we use today?

Discuss with the children how the objects would have been used, eg that a flat-iron had to be heated on a stove before being used to iron.



Wash day

Compare modern day appliances with Victorian. E.g. electrical washing machine- dolly peg and tub.



Local History – Stevenage Clock Tower

After the Second World War Stevenage in Hertfordshire was the first, out of twenty-nine, ‘new towns’ to be built. This moment was commemorated with the building of the clock tower and with the subsequent Queens visit (20.04.1951) to the new town square, Queensway.

Plot the timeline of the history of Stevenage Clock Tower and town centre.

National Curriculum: They should know where the people and events they study fit within a chronological framework

National Curriculum: significant historical events, people and places in their own locality.

Year 1

Term: Summer Subject: Victorian Seaside Chronological/historical key vocabulary: timeline, different, inventions, before your grand parents’ time, detective, drawing, portrait, What…?, because, photograph, opinion, When…?, long ago, similar, important, artefact, Where…?, Victorian period, over one hundred and fifty years ago, 1837 to 1901, similarities, differences

Topic Key Vocabulary: penny lick, seaside, beach, bathing huts, bathing suit, promenade, pier, Punch and Judy, donkey rides, similarities, differences, metal bucket, wooden spade, plastic bucket, plastic spade, swimming costumes, steam train

Activity Skills Knowledge What were seaside holidays like when our parents/carers and grandparents were young?

Give the children packs of photographs or pictures showing seaside holidays today and when their parents/carers and grandparents were young. Help them to find clues to what holidays used to be like.

Ask children to sequence the photographs or pictures into chronological order: now; when my mum/dad/carer was young; when my gran/grandad was young. Talk about the clues they used to help in the sequencing, e.g. clothes, hairstyles, vehicles, buildings, and use the discussion to reinforce time-related

National Curriculum: Identify similarities and differences between ways of life in different periods.

National Curriculum: They should know where the people and events they study fit within a chronological framework.

vocabulary, e.g. recent, modern, older, and oldest.

What is different and what is the same about seaside holidays now and then?

Give the children packs of photographs or

pictures showing seaside holidays now and when their parents/carers and grandparents were young.

Ask the children to look carefully at the photographs or pictures. Are there cars in all the photos? Are there ice-cream sellers? Are there families sitting on the sand? Are there people wearing swimsuits? Ask the children to identify and write down three things that are similar in all the photographs or pictures and three that are different.

National Curriculum: Identify similarities and differences between ways of life in different periods.

What do old black and white postcards tell us about seaside holidays in the past? Children to draw a Victorian postcard using previously acquired pencil skills.

National Curriculum: They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Year 2

Term: Autumn Subject: Healthy Me / An Island Home

Topic: Guy Fawkes Chronological/historical key vocabulary: significant, chronological order, research, historians, newspapers, era, impact, evidence, experts, decade, century, ancient

Chronological key Vocabulary: traitor, treason, King James, plotters, Protestant, Parliament, The Stuarts, Guy Fawkes, The Gunpowder Plot, Catholic

Topic: Remembrance Day

Chronological/historical key vocabulary: significant, chronological order, research, historians, newspapers, era, impact, evidence, experts, decade, century, memorial, empathy


Guy Fawkes – investigate pictures, what can we see?

* Interpretations of history: compare pictures or photographs of people or events in the past

* Range and depth of historical knowledge: find out about people and events in other times

* events beyond living memory that are significant nationally or globally

Guy Fawkes – research the Gunpowder Plot and answer questions

* Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers


Guy Fawkes – sequence the Gunpowder Plot story * Chronology: sequence events * events beyond living memory that are significant nationally or globally

Guy Fawkes – understand some of the differences in how Guy Fawkes lives compared to people today, looking at clothes and items that could be used

* Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers


Remembrance Day – watch DVD about WW1, looked at photos and artefacts belonging to a WW1 solider, role play feelings, make poppies

* Range and depth of historical knowledge: find out about people and events in other times

* Range and depth of historical knowledge: develop empathy and understanding


Ongoing skills:

Develop a wide vocabulary of everyday historical terms.

Understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Year 2

Term: Spring

Subject: A Land Far, Far Away (Antarctic and Native Americans)

Topic: Robert Falcon- Scott Chronological/historical key vocabulary: significant, chronological order, research, historians, newspapers, era, impact, evidence, experts, decade, century, ancient, explorers, travel, encounter, pioneer, enquiry, empathy, expedition

Topic related key vocabulary: Antarctic, South Pole, British, hero, exhausted, starving, cold

Topic: Native Americans Chronological/historical key vocabulary: significant, chronological order, research, historians, newspapers, era, impact, evidence, experts, decade, century, ancient, explorers, travel, encounter, pioneer, enquiry, empathy, expedition

Topic related key vocabulary: tipi, totem pole, canoe, dream catcher, feathers, head dress, bow and arrow

Activity Skills Knowledge Robert Falcon-Scott – Look at a photos as evidence and ask and answer questions

* Interpretations of history: compare pictures or photographs of people or events in the past – finding out about the past using evidence.


* Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers * Range and depth of historical knowledge: find out about people and events in other times

Set ‘Race to the Pole’ within a timeline of key world events. Sequence Scott’s race to the pole.

* Know where the people and events they study fit within a chronological framework and sequence events. * Use parts of stories and other sources to show they know and understand key features of events. * Range and depth of historical knowledge: find out about people and events in other times


Does Robert Falcon Scott deserve a knighthood? * Drawing evidence from a range of sources to develop understanding. * Show that they know and understand key features of events. * Range and depth of historical knowledge: develop empathy and understanding

* events beyond living memory that are significant nationally or globally * know about the lives of significant individuals who have contributed to national and international achievements.

Amundsen / Scott fact files – comparing approaches to expedition to the pole.

* Drawing evidence from a range of sources to develop understanding. * Show that they know and understand key features of events * Range and depth of historical knowledge: find out about people and events in other times

* events beyond living memory that are significant nationally or globally *know about the lives of significant individuals who have contributed to national and international achievements.

Compare modern and vintage polar clothing from Scott Polar Institute.

* Similarities and differences between ways of life in different periods * Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers


Year 2

Term: Summer Subject: Nature Detectives (Habitats and Life Cycles)

Native Americans – Look at photos as evidence, ask and answer questions to find out about life as a Native American. Set within a timeline of key world events.

* Interpretations of history: compare pictures or photographs of people or events in the past – finding out about the past using evidence. * Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers. * Know where the people and events they study fit within a chronological framework and sequence events.

* events/ life beyond living memory that are significant nationally or globally

Life of famous Native Americans, including Pocahontas – Links to writing Non-fiction text in English.

* Drawing evidence from a range of sources to develop understanding. *Show that they know and understand key features of events and people’s lives. * Range and depth of historical knowledge: develop empathy and understanding

*events/ life beyond living memory that are significant nationally or globally *know about the lives of significant individuals who have contributed to national and international achievements.

Ongoing skills: Develop a wide vocabulary of everyday historical terms. Understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Topc: The Great Fire of London Chronological/historical key vocabulary: significant, chronological order, research, historians, newspapers, era, impact, evidence, experts, decade, century, danger, investigate, diary, empathy

Topic Key Vocabulary: burning, smoke, escaping, River Thames, Tower of London, fire, buns, leather bucket, bread, axe, King Charles, Pudding Lane, bakers, Samuel Pepys fireman, The Monument

Activity Skills Knowledge Children find out some of the ways in which London has changed. Learn about London as a capital. What is it like? How is it changing? Who lives there? (Multicultural Britain)

* Interpretations of history: compare pictures or photographs of people or events in the past – finding out about the past using evidence. * Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers

To develop an awareness of the past

Find out some of the ways in which how we live now is different and similar to how people lived in 1666. Health and hygiene/the plague Great Fire of London workshop

* Drawing evidence from a range of sources to develop understanding. * Similarities and differences between ways of life in different periods

To identify differences and similarities between ways of life in different periods

Find out about how the Great Fire started and spread across London

* Show that they know and understand key features of events * Range and depth of historical knowledge: find out about people and events in other times

To know and understand key features of an event beyond living memory that are nationally significant

Understand how we know about the Great Fire of London. Learn about Samuel Pepys and use his diary as a source of evidence.

* Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers.

To understand key features of events, choosing and using parts of stories and asking and answering questions through discussing and

* Interpretations of history: compare pictures or photographs of people or events in the past – finding out about the past using evidence. *Show that they know and understand key features of events and people’s lives.

thinking of the ways in which London was changed and rebuilt after the Great Fire

Find out how London was rebuilt after the Great Fire.

* Historical enquiry: use a source – why, what, who, how, where to ask questions and find answers. * Interpretations of history: compare pictures or photographs of people or events in the past – finding out about the past using evidence. *Show that they know and understand key features of events and people’s lives.

To understand key features of events, choosing and using parts of stories and asking and answering questions

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