At Idle, we aim for children to have a rounded and cohesive knowledge and understanding of our world in the past and today. Children will know how periods of history link together with geographical locations as well as features influencing the development of civilisation and culture.
Children will experience the opportunities to develop skills, progressing as they move through Idle, focusing on:
- Historical enquiry
- Continuity, change, cause and effect
- Daily life, technology and power
We equip children with the skills they need to be historians through:
- Asking and reflecting on historical questions
- Investigating a range of historical sources and interpretations
- Talking about what the sources and interpretations show us
- Using key historical vocabulary
- Building our understanding of chronology
- Considering the ideas, beliefs and attitudes of people in the past
- Talk about things that have changed and things that have stayed the same over a period of time
- Talking about why things have happened in history
- Talking about why some people, events and places are significant
We do this by
- Opening our children's eyes to the history that is all around them within our local community and the wider world,
- Being historical detectives,
- Bringing history to life through immersive days, visits and visitors to provide relevant and contextual learning,
- Using sources such as reading, watching films, looking at evidence from the past and listening to people’s stories,
- And using a variety of sources to make history exciting and creative.
As historians at Idle, pupils will ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
We empower ourselves as historians when we:
- Express our learning in a variety of ways
- Walk in other people’s shoes and imagine how the times shaped their lives.
- Are inspired to become world changers
- Understanding how history has impacted the lives of everyone today
We will see this through children reviewing their own successes at the end of a session and will be actively encouraged to identify their next steps with support from teachers. Children will reflect at the end of topics, asking what they have learnt compared to their starting points.
History in Autumn term:
Year 2 – Nurturing nurses
Year 2 has been exploring nursing in the past and today. They had a visit from Thackeray medical museum to help them understand Florence’s life. They had a full sensory experience and were able to smell some of the scents Florence would have experienced in the hospitals, as well as see some items that were everyday life for Florence.
They then ordered Florence’s life on a human timeline to see when the key events occurred. Each child was then also given the role of a porter (for boys) or a nurse (for girls) as this was common practice in the 1800s.
The children had a fabulous immersive day of reliving the life of Florence. The joy on the children’s faces was clear, and the pupil's voice confirmed it.
“Today I learnt that Florence Nightingale was a nurse, and she helped the soldiers get better.” – Lucas
“I had the best day ever, and I learnt that Florence worked in a hospital that smelt so bad, and she cleaned it and made it better for the soldiers.” – Lola
Further on in the research of nursing, year 2 were visited by a current nurse who works at Leeds General Infirmary. She brought in equipment for us to test out and understand what it is used for.
She also shared photos of what hospitals look like now. They compared these to the photos of when Florence was a nurse and saw a huge difference in hygiene!
“Hygiene was not very good when Florence was a nurse. There were rats running around, and the beds were not clean.” – Sonny
“The hygiene in hospitals now is very good because they have cleaners.” – Maya
Year 3 – Life in early Britain
Year 3 became SBI agents and were researching the life in the 3 different periods of time. They discovered tools and weapons from each period and discussed how these changed over time. They researched where people lived and how this changed and they even made their own hut! Look how fantastic that is! The children were very joyous whilst making these, they loved to show off their knowledge through building.
They then made their own clothing to represent those from the stone, bronze or Iron Age using paper!
“We were SBI agents and in Bronze Age houses were called round houses.” – Thea
“In the stone age people wore big fur boots and animal headdresses.” - Abigail
Year 4 – Roaming around Yorkshire
Year 4’s history project was to understand the Roman Empire and explore why Romans came to Britain. As part of their topic, they visited the Yorkshire Museum in York, where they saw many artefacts and researched further into the Romans.
We have learnt about emperors and Ryedale hoard – Rayne
We learnt that there are key handles shaped like a horse – Gene
I enjoyed going to the Yorkshire museum to see the artefacts. – Rayne
Year 5 - Civilisations
Year 5 was exploring the 4 ancient civilisations:
- Ancient Egypt
- The Indus valley
- Ancient Sumer
- Shang Dynasty
They completed a research project to find out about each of the civilisations.
They then made their own museum to display artefacts. We walked around the room listening to experts tell us what the artefacts were and how they were used.
We have learnt about 4 different ancient civilisations, like Ancient Egypt. We did a research task about all the different civilisations and put it on large paper to display. – Isra
We had a visitor who shared artefacts and stories with us. - Max