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Hamstead Junior School

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History

At Hamstead Junior School we aim to ensure that children develop a coherent knowledge and understanding of the past. We aim to inspire curiosity, and develop the ability to ask perceptive questions, think openly and critically, interpret and weigh up evidence supporting differing views before making reasoned judgements.

 

'The word history comes from the Ancient Greek ἱστορία (historía), meaning "inquiry", "knowledge from inquiry", or "judge".'

 

What do we study at HJS?

The history curriculum is delivered in units of work covering periods as set out be the National Curriculum. 

 

Are historical periods delivered chronologically?

At Hamstead Junior School we have chosen to deliver units in non chronological order as we believe it meets the needs of our children more effectively. Work on chronology, and place in time is focused upon in each unit, with Year 3 starting work on developing an understanding of this upon entry to school.

 

What does each year group study?

Year 3 have 3 history units: Chronology, A local history study of their Hamstead and a look at the Stone and Iron age.

 

Year 4 have 2 units: What the Romans did for us and the struggle for settlement (Anglo Saxons, Scots and Vikings)

 

Year 5 have 2 units: The impact of World War 2 on life in Britain and what the Greeks did for us. These two units are supported by Class Readers of Good Night Mister Tom and a study of Greek Myths.

 

Year 6 have one unit which combines the study of Ancient Egypt with a comparison to the Ancient Mayan Kingdom.

 

How do we check up on retention of knowledge?

Class lessons will constantly have ongoing assessment to check up on children's understanding and retention of knowledge. We have developed Learning Guides for each unit of work which will refocus children on key parts of their learning and can be re-visited after topics are concluded. These are available to be viewed on the Class Pages of each year group so that parents can support their child's learning.

 

History lessons may be  supported by special curriculum days, where children may live the life of, for example, an evacuee surviving on rationed food, or an Anglo-Saxon looking of the best conditions to settle, or even a Roman child playing games. 

During the key stage we would aim for every child to have experienced a visit to a place of historical interest, or a museum showcasing primary sources. 

 

 

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