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HISTORY
History has a prominent place in the curriculum at St Nicholas of Tolentine. We have created an ambitious programme that is diverse and meets the needs of the learners in our school. We feel strongly that children need to see themselves represented in the curriculum in order to value themselves and see themselves in a broader historical context. As such, we have developed our own schemes of learning with our children and our city at the heart of it.
In line with Catholic Social teaching and the Equalities Agenda, we ensure our curriculum teaches our children that we must learn from the past in the context of our community.
Chronology
At St Nicholas of Tolentine, we see the understanding of historical time as a learning process within each child. Research shows that, rather than an episodic model of teaching periods of history in chronological order, children develop their own understanding of chronology from within. In order to support this important stage of children’s development and understanding, we begin by teaching our youngest children to learn about their own personal histories and allowing this understanding to grow as the children grow. In EYFS, children begin by sharing their knowledge of significant individuals in their own lives through their work on their Understanding the World topics. In Year 1, the same theme grows whilst children study the topic of Toys, giving them the opportunity to make links between their own experiences and those of their parents and grandparents. It is vital that children are able to discuss and sequence these important ideas before moving on to understand other topics in History.
Throughout Key Stages 1 and 2, strong links are made between each event and period of time studied through the use of timelines. A strong emphasis is placed on vocabulary in all of our history teaching, with children given opportunities to articulate their opinions and questions using age-appropriate vocabulary that progresses each year. Our yearly focus on local history in Term 3 further supports children’s understanding of recent history as many significant Bristolians studied have strong links with our school and community. This helps children to see themselves represented and make comparisons between recent and ancient history.
Concepts
The following historical concepts are woven throughout our curriculum: monarchy, settlement, democracy, trade, justice and freedom. See our curriculum map below for when these are covered.
Curriculum 2021-22
History is taught for 2 out of the 6 yearly terms, with each year group studying history at the same time. There are strong links with English, with each class studying a book related to the topic with opportunities for extended writing in a variety of text types.
We ensure that children are provided with the necessary skills to become critical learners. This involves enquiry-led learning where children dive deeply into investigations, exploring a variety of sources and formulating their own opinions.
Term 1 – We are Historians
Term 1 2021-22 | Year 1 / Reception | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Topic question | The history of toys and our personal histories. | What did the Victorians invent? Event: The great Exhibition | Why did the Vikings invade Britain? | Why were the Greeks important? | Who does the treasure of Benin belong to? | What was it like being a child during WW2? |
Concepts |
| Monarchy, Democracy, Trade | Settlement, Democracy, Trade | Democracy | Monarchy, Trade | Monarchy, Democracy |
Whole School text | Flotsam by David Wiesner | |||||
Class Texts | Dogger by Shirley Hughes
Toys In Space by Mini Grey | Ada Twist: Scientist by Andrea Beaty
Wallace and Gromit Inventions (video) | Arthur and The Golden Rope
| Who let the gods out? | The Genius of the Benin Kingdom by Sonya Newland | War Boy By Michael Foreman
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Term 3 – We are Historians of Our City
Each class will study a significant individual, exploring and debating their contribution to the city of Bristol. We launched this exciting celebration of local history with our topics in Term 6 2021 after working with UWE and local historians. We want children to discover the lives of ordinary people who have made a difference to the local area, contributed to the city and made Bristol what it is. Children understanding their place in the history of the locality is an essential starting point in developing their awareness of how this relates to their personal and family history.
Term 3 2021-22 | Year 1 / Reception | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Topic question | How did Ada Vachell help people in Bristol? | What contribution did the Fry Family make to Bristol? | What contribution did Carmen Beckford make to Bristol? | What contribution did George Muller make to Bristol? | What contribution did Steve Stacey make to football? | (20/21) Should Colston be remembered? (21/22) Was the Bristol bus boycott worthwhile? |
Concepts | Justice, Freedom | Trade, Justice | Settlement, Democracy, Justice, Freedom | Settlement, Justice | Settlement, Justice, Freedom | Democracy, Justice, Freedom |
Whole School text | Belonging/Window by Jeannie Baker | |||||
Class Texts | What happened to you? by James Catchpole
| Grendel: A Cautionary Tale About Chocolate | Coming to England: An Inspiring True Story Celebrating the Windrush Generation by Floella Benjamin
Caribbean Dozen: Poems from Thirteen Caribbean Poets by John Agard | The Unadoptables by Hanna Tooke. | Fantastic football poems by John Foster
| What is politics and why should I care about it? by Michael Rosen
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History Photo Gallery
