History in the Early Years Foundation Stage
Within the Early Years Foundation Stage, History is an umbrella for ‘Understanding the World. Teachers use their inspiring themes to teach History and children will learn through child-initiated and adult led activities. Children will...
* listen to stories that introduce people from the past
* use correct language such as ‘yesterday’ ‘today’ ‘past’
* comment and ask questions about aspects of their familiar world
* develop an understanding of growth, decay and changes over time and look closely at similarities, differences, patterns and change
* remember and talk about significant eventws in their own experiences
* recognises and describes special times or events for family or friends
In reception, children have been exploring their school grounds and learning about Autumn. They were very excited to notice that the leaves had all changed colour! On Roald Dahl's birthday, they were very excited to read the 'The Enormous Crocodile' too.
History in Key Stage One
Teachers will use their inspiring themes to teach children about...
* changes within living memory
* events beyond living memory that are significant nationally or globally
* the lives of significant people in the past, who have contributed to national and international achievements
* significant historical events, people and places in their own locality
In Year One, The Three Bears from the story Goldilocks have already delivered the children a letter with some interesting and exciting artefacts from the past, such as a type writer, old camera, ink pot, old lantern and an old toy. Children have been sorting objects between 'old' and 'new' and they sent a letter back to the Three Bears about what we use 'now' instead.
In Year Two, children have been learning about The Grimm Brothers and making their exciting fact posters, as part of their Jack and the Beanstalk theme. They have been naming and exploring other tales that The Grimm Brothers have published and have put them into a chronological order and created their own timeline to show their understanding. They have also been making lots of similiarities between 'then' and 'now'.
|History Policy 20-21.doc||[doc 179KB]|