This page provides prospective parents and visitors with a glimpse into our curriculum. Parents of Blue School pupils are provided with detailed guides to subject planning in the form of ‘Knowledge Organisers’ in Parent Zone.
Within the Christian context of the Blue School, we perceive History to be an essential part of children’s education, in the development of their thinking and learning skills, enabling them to develop a sense of personal identity and an understanding and respect for other cultures and points of view. It helps them to appreciate the problems of the past and how attempts were made to deal with them. It helps them to understand the bearing that the past has on the present and the future. To be a good historian, children need to know about sources, to gather evidence and to reflect critically on the material they have gathered.
Through our history curriculum, pupils at the Blue School will be provided opportunities for children to develop their knowledge of historical periods, specific events and significant individuals. Children learn key facts and concepts alongside skills such as chronological understanding, how to analyse and evaluate historical evidence, how to empathise with people from different eras and how to compare and contrast life in different periods.
History in early years is an integral part of the topic work covered during the year.
History is taught via the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. History makes a significant contribution to the ELG objectives of developing a child’s knowledge and understanding of the world through activities such as dressing up in historical costumes, looking at pictures of famous people in history or discovering the meaning of new and old in relation to their own lives.
Key Stage One:
Children’s historical learning in Key Stage One starts with the familiar: their own pasts and those of their families. As children’s learning travels further back in time, History is brought to life through a trip to Fulham Palace and the VA Childhood Museum. These help to ignite the children’s imaginations and enable them to empathise with the lives of children in different eras. At the end of Year 2, children learn about The Great Fire of London, Mary Seacole and seasides of the past.
All Key Stage One pupils should experience lessons in:
Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life.
Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
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 [for example see full programme of study].
Significant historical events, people and places in their own locality.
Key Stage Two
In Key Stage Two, the story of Britain is interwoven with studies of ancient civilizations. Children explore concepts of migration, civilization, continuity and change, cause and consequence, similarity, difference and significance. Immersive role-play experiences on Roman day, Stone Age day as well as our UKS2 WW2 evacuee trip. These experiences help to develop children’s understanding of life in Britain in different eras. Studies of ancient civilisations of Rome, Shang Dynasty, Benin and Greece are supported by visits to the British, London and Horniman Museums. Children express their learning through drama, art, discussion and writing.
All Key Stage Two pupils should experience lessons in:
The aims are achieved by:
The Blue School has been marking Black History Month by recognising and valuing the inspirational individuals and events that have shaped the black generation in the United Kingdom as well as the wider world. At the Blue School, children explored and created pieces in the style of African art in EYFS, Year 1 adopted the painting styles of Alma Thomas and used their fingers to create circular patterns with brightly coloured dots. Year 2 and 3 investigated black history in Britain with the focus of significant people and Windrush. Year 4 enjoyed learning about scientists and inventors and created collages and posters about a scientist or explorer they researched. Year 5, looked at black women who made great strides within the fields of mathematics and engineering. Year 6, explored how William Cuffay helped to change the working conditions during the Industrial Revolution.
Year 1, 2, and 3 were transported back to when the’ Empire Windrush’ ship first docked at Tilbury. They met ‘Grace’ a passenger on board the ship from the Caribbean, as she embarked on the voyage of a lifetime. They learned about the experiences of Caribbean people when they first came to Britain.
Year 6, 5, and 4 had the pleasure of meeting Adrian this week to discuss equality. The session covered great black icons from the Civil Rights movement, whose peaceful protests led to changes in legislation in the United States. Adrian led the discussion into present-day events and the importance of turning our backs on prejudice. He was astonished at the level of articulacy and maturity displayed in Year 6, 5, and 4 . Children explored a wealth of emotions during the session, displaying admirable empathy and understanding of the challenges we face in defeating racism today.
In the month of October, we remembered and celebrated the important people from the past and also those who contribute to and help our society today. As a school, each class had a workshop to mark the end of Black History Month.
In Nursery and Reception, the children had a wonderful time singing and acting whilst listening to an adaption of Handa’s surprise.