Ways to draw a hair-raising house

Hair-Raising History

At Walford Nursery and Primary School, we believe History to be the study of people in the past and how their actions have affected our lives today. The past influences all aspects of our lives and it shapes the customs and belie fs of the communities to which we belong. History can help children to make sense of the world in which they live and help them develop a sense of identity.

Good practice is demonstrated by children being actively involved in study of the past, using a range of sources of information, asking questions such as ‘How do we know?’ and making progress.

INTENT

At Walford Nursery and Primary School, children will:

• Show a curiosity about the past and a wish to know more about life long ago;
• Use critical thinking skills to analyse primary and secondary historical evidence;
• Acquire a balanced knowledge about the past;
• Think, reflect, debate and evaluate the past, asking questions which they have created, demonstrating eloquence and a rich vocabulary;
• Undertake high quality research using a variety of sources, including the Internet, books and articles;
• Become critical and independent thinkers;
• Communicate and present ideas confidently and clearly to a range of audiences;
• Develop an interest in the past, and develop an understanding that enables them to enjoy all that history has to offer;
• Know about significant events in British history and appreciate how things have changed over time;
• Develop a sense of chronology with some knowledge and understanding of historical development in the wider world;
• Understand society and their place within it, so that they develop a sense of cultural heritage;
• Develop a sense of empathy with people in the past;
• Develop the skills of enquiry, investigation, analysis, evaluation and presentation.

This is the knowledge and understanding gained at each stage:

By the end of Key Stage1, pupils will:

• develop an awareness of the past, using common words and phrases relating to the passing of time;
• know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods;
• use a wide vocabulary of everyday historical terms;
• ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events;
• understand some of the ways in which we find out about the past and identify different ways in which it is represented.

By the end of Key Stage 2, pupils will:

• have developed a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study;
• note connections, contrasts and trends over time and develop the appropriate use of historical terms;
• regularly address and sometimes devise historically valid questions about change, similarity and difference, and significance;
• construct informed responses that involve thoughtful selection and organisation of relevant historical information;
• understand how our knowledge of the past is constructed from a range of sources.

Historical Concepts

Each unit in our overview is underpinned by rich, substantive knowledge and ambitious vocabulary, whilst also ensuring children are developing their disciplinary knowledge (historical skills).

Each unit of work is planned carefully to ensure concepts are taught in optimal order to support children’s understanding. As well as developing a breadth of historical knowledge, we want our children to become skilful historians.

Each unit of work has an emphasis on historical enquiry where children investigate historically framed questions whilst also developing historical enquiries of their own. In addition to substantive and disciplinary knowledge, children will develop their experiential knowledge through museum visits, handling artefacts and engaging in carefully planned fieldwork.

Key historical concepts sit at the core of our curriculum to ensure the defining characteristics of the subject are ever-present.

Chronological Awareness

Children will gain an understanding of the language related to chronology, building a mental timeline of the chronological order of periods. They will develop an awareness of the general features of periods and learn significant dates and events.

Substantive Concepts

We have identified several substantive concepts that children will repeatedly revisit through their time at Walford Nursery & Primary School:

• Power (Monarchy, Government and Empire)
• Achievements
• Invasion
• Settlement
• Migration
• Civilisation
• Trade
• Beliefs

Disciplinary Concepts

We have identified several disciplinary concepts that children will repeatedly revisit through their time at Walford Nursery & Primary School:

• Change and continuity
• Similarities and differences
• Cause and consequence
• Historical significance
• Sources of evidence
• Historical interpretations

Historical Enquiry

Each unit of work has an emphasis on historical enquiry. Children at Walford Nursery & Primary School will:

• pose historical questions;
• gather, organise and evaluate evidence;
• interpret findings, analyse and make connections;
• evaluate and draw conclusions and
• communicate their findings.

IMPLEMENTATION

What does our History Curriculum look like?

Please refer to:

• our Long Term Plan, which demonstrate the progression of knowledge and skills within the whole school History offer;
• our Medium Term Plan for each year group to map teaching and learning, knowledge and skills through a topic;
• our Curriculum Map, which details each year group / subject;
• our Knowledge Organisers which summarise the key knowledge and skills to be acquired and retained during a History topic .

• plan exciting progressive lessons which build on prior knowledge based on teaching a mixture of historical skills and knowledge;
• create a learning environment that supports learning and that engages children’s interest in the topic being studied, e.g. role play areas, interactive displays;
• conduct regular book scrutiny, pupil perceptions and planning audits;
• undertake regular whole school professional development.

Children will be supported by:

• differentiated work, where appropriate, to ensure all children are able to meet the learning objective;
• small group or 1:1 adult support, when required;
• the use of effective questioning;
• the use of teacher and self-assessment to quickly identify any child who requires additional support in specific areas (if required, pupils will receive additional support or resources to use);
• the use of Knowledge Organisers to support learning;
• the use of key vocabulary within lessons;
• the use of retrieval activities, e.g. Flash Back 4.

Children will be challenged by:

• differentiated lessons;
• the use of effective questioning;
• additional activities to stretch their learning within lessons.

All children can access the curriculum by:

• pre-taught vocabulary sessions, when appropriate (SEND or EAL);
• seating children alongside good role models who can provide additional support;
• providing visual / practical prompts;
• teaching lessons using a range of different techniques to appeal to different learning styles, e.g. videos, drama, artefacts, texts etc.

Our History Curriculum facilitates sequential learning and long term progression of knowledge and skills. Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining to aid retrieval and the beginning and end of a lesson or unit. This enables all children to alter their long-term memory, know more, remember more and be able to do more as historians.

In History, you might typically see:

• engaged learners;
• children posing questions for research;
• children focusing on a range of historical artefacts;
• themed days which give children opportunities to learn about different historical periods in a meaningful context;
• children sharing their learning with others through contributing to a display.

We know how well our pupils are doing through:

• planned lessons based on historical skills which are specific for each year group;

• marking and feedback by teacher and peers;
• photographic and video evidence;
• EYFS floor books;
• displays of work in classrooms;
• assessments which are tracked at the end of each term;
• book scrutiny, pupil perceptions and Subject Leader planning audits.

The impact of our teaching is seen through:

• children who enjoy History;
• inquisitive learners;
• reflective learners;
• children who are able to demonstrate a variety of historical skills;
• children who are prepared to share what they’ve learnt in a variety of ways;
• children who are able to gain an insight into the past.

• SMSC in History.pdf

• Enriching Experiences
• History Recommended Reads
• History at Home
• Learning Videos
• Tweets
• Newsletters
• Media

• History for Children

The V & A Museum The Victoria and Albert Museum better known as The V&A.

History A fantastic site with lots of information about all areas of history. It also has an interactive timeline. Just click on the time period that you are interested in.

• Games from the Past

• Stories from England’s Past

How to Draw Hair Easily

Today, we’re going to show you how to draw hair easily. We are going to start by showing you how to draw cartoon hair and then move on to how to draw realistic hair.

How to draw female cartoon hair

I am basing this cartoon hair on the photo you can see. The woman has a very rounded hairstyle and I am exaggerating that with sweeping lines. You want to look for big shapes rather than strands of hair when you are drawing a cartoon. To see the big shapes of the hair, it often helps to squint, which blurs the image and simplifies it. You can see I haven’t included much detail but given the impression of the curl going around the top of her head with a spiral type line.

Don’t expect that you will get the hair perfect the first time you draw it. Draw lightly in pencil and then go over it with a pen. If you still feel that the cartoon hair needs tweaking, trace over it again and refine it. You can either use thin paper to do this or use a lightbox to see through thicker paper.

How to draw male cartoon hair

Now we are going to draw male cartoon hair. You can see I have already created a pencil drawing to speed things up. Short hair on a male cartoon is really easy. I am using the reference picture on the right as a guide and have drawn a simplified hair shape. I’ve done this by squinting to see the big shape again. Rather than draw in strands of hair, I have drawn little pointed peaks that stick up on the top of his head. Then I’ve created a few more peaks that break up where his hair meets his head. You can see I have also simplified his beard and eyebrows into simple shapes.

It’s always useful to use a face reference photo even if you are drawing a cartoon. You are not trying to create a likeness but it’s a great starting point for a face and hairstyle shape.

How to draw realistic hair

The biggest mistake that beginners often make when drawing realistic hair is trying to draw every single strand of hair, and you don’t need to do that, all you need is to create the illusion of it. So first of all, I’ll start by indicating the direction of the hair growth with my pencil. On each section of the hair, I’ll have a look and see where it’s falling and I’ll follow that. Then once I’m happy with that, I’ll use my cotton bud. I’ll blend and soften those lines with the cotton bud. That alone can indicate hair without having to draw in every single line to represent hair strands.

Next, I’ll start redefining the darks, particularly where hair sections separate. If you go too dark with the shadows you can lift out the highlights again with a putty rubber. The shine is created by defining those darks and then lifting out those lights. The more contrast you have between the lights and darks the shinier the hair will look. I drew this with one pencil which is enough to give a variety of tones.

Sometimes instead of a cotton bud, I use a paper stump, which is also known as a tortillon. Both are great for blending and softening pencil lines. A tortillon has more of a point so you can be more definite about where you’re using it and it doesn’t cover such a large area.

Remember when you’re drawing, that the hair will cast a shadow across the forehead. I use a cotton bud to indicate that. I’ll take a bit of the pencil from the hair and using the cotton bud, blend it into the forehead a little bit. This gives it a three-dimensional effect so you can see it’s lifting off of the face.

How to draw hair curls

It’s not hard to draw hair curls. All you’ve got to do is observe how the light hits each individual curl. I’m doing the same thing as I did before. I’m starting by defining the direction of the hair growth with my pencil. As the hair twists, I’m indicating the new direction it’s going in. And then I’m going in with my cotton bud to blend those lines to make them softer. Then I’m going back in and redefining the darks, in particular where the hair is separating.

Hair is not perfect. So you do need to make sure you add those random bits of hair that aren’t in the curl and are sticking out. I then go back in with my eraser just to pull out those highlights a little bit more where the light is hitting the curl. Then, I darken the shadows that are cast where the hair twists over itself because it will cast a shadow on the hair beneath. And you can just keep going on and on until you achieve the level of realism that you’re after.

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