At Stubbins Primary school we believe that a child’s study of local, national and global history is paramount in developing a deep understanding of the world around them and in forming a sense of identity through making connections to the past. The history curriculum at Stubbins reflects our children’s needs to understand the complexity of world they live in and the diversity of our nation We are determined to ensure every pupil gains an understanding of chronology as well as a knowledge and understanding of how the local area has changed over time. They are taught to think and behave as historians, evaluating primary and secondary sources, ask perceptive questions, think critically, weigh evidence, sift arguments, and develop critical perspective and judgement. Our children will investigate how and why the local and wider world has changed, as well as learn from the past to make the future a better place. British Values are woven into the history curriculum promoting values such as mutual respect, tolerance and individual liberty.
Our history teaching aims to ensure that all pupils:
- know and understand the history of the British Isles as a coherent, chronological narrative, from the earliest times to the present day
- know and understand significant aspects of the history of the wider world including the nature of ancient civilisations
- gain and use a wide range of historical terms and vocabulary
- understand historical concepts such as: continuity and change, cause and consequence, similarity, difference and significance.
- use the historical concepts of migration, invasion, legacy and hygiene to make connections, draw contrasts, analyse trends, ask historically valid questions and create their own structured accounts, including written narratives
- understand the methods of historical enquiry, including how evidence is used to make historical claims and how interpretations may differ
- gain historical perspective by making connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales
At our school, aim to enrich the curriculum through wider opportunities such as themed days, visitors and school trips so that children at Stubbins leave school with an understanding of history beyond the classroom.
History at Stubbins is delivered through subject specific teaching, organised into 3 half termly units per year group. Meaningful links with other subjects such as Geography, Science and English, are made to strengthen connections and deepen understanding of the world around them.
Our history curriculum is organised into a progression model that outlines the skills, knowledge and vocabulary to be taught in a sequentially coherent way. Chronological understanding, historical understanding, historical enquiry, interpretations of history are all mapped out to ensure that pupils build on prior knowledge and unit planning covers each of these strands.
The History units taught have been developed to help children appreciate their own heritage, the diversity of our nation and the challenges of their time.
All learning will start by revisiting prior knowledge. Staff will model explicitly the subject specific vocabulary and this will displayed in classrooms and referred to throughout the unit alongside key questions, key facts and examples of the work being taught.
Our progression of skills, knowledge and vocab document shows what is taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage. Knowledge organisers for each unit support pupils by providing a record of the key knowledge, skills and subject specific vocabulary learned, encouraging the recall and helping the children’s learning to stick. It also shows how knowledge and skills are built upon through the year groups. Differentiation and scaffolding learning ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are maximised when required.
History assessment is ongoing throughout to inform teachers with their planning of future lessons, activities and adaptive teaching. Summative assessment is completed at the end of each unit and used to inform leaders of school improvements or skills that need to be further enhanced.
Wherever possible children will be given opportunities to visit local places of interest, museums and meet or work will with visitors to create memorable learning opportunities and to further support and develop their understanding and learning in history.
In the Early Years Foundation Stage we provide opportunities for children to develop their knowledge and skills in Understanding of the World which allows them to:
- Talk about the lives of the people around them and their roles in society;
- Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
- Understand the past through settings, characters and events encountered in books read in class and storytelling
In Key Stage One we provide opportunities for children to:
- develop an awareness of the past, using common words and phrases relating to the passing of time.
- understand how and when the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.
- to learn and use a wide vocabulary of everyday historical terms.
- to ask and answer questions to understand the key features of events.
- to understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In the Key Stage Two we provide opportunities for children to:
- to develop a chronologically secure knowledge and understanding of British, local and world history,
- To establish clear narratives within and across the periods they study.
- to note connections, contrasts and trends over time
- to develop the appropriate use of historical terms.
- to regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
- to construct informed responses that involve thoughtful selection and organisation of relevant historical information.
- To understand how our knowledge of the past is constructed from a range of sources.
Our history curriculum is designed in such a way that children can talk confidently about what they have been learning in history, using subject specific vocabulary and able to place their learning in chronological order. Children are engaged in lessons and can recall their learning over time. Pupils work demonstrates that history is taught at an age-appropriate standard across each year group with opportunities planned for pupils working at greater depth. The curriculum covers areas of history that are relevant to the children of Stubbins. Children therefore leave Y6 prepared for life in the wider community, with a greater understanding of Great Britain’s past and present giving them a sense of how they and others fit into the big picture. The history curriculum at Stubbins is designed to form a strong foundation for their historical learning at Key Stage 3 and beyond.
- be able to talk about times, events and people in British history and make links
- have a clear chronological understanding of the periods of history studied
- be able to discuss how sources of evidence can be represented and interpreted and
- understand that different versions of the past may exist and the reasons for this
- discern how and why contrasting arguments
- meet the end of key stage expectations outlined in the national curriculum for history.
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