History
“A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time
INTENT
At Woolston Brook School we aim to deliver a history curriculum that is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. Our teaching of history will help pupils gain a secure knowledge and understanding of Britain’s past and that of the wider world. The curriculum is structured in a way that allows for children to make links between current and previous learning. Teachers use the long-term plans for history to make comparisons between historical periods previously taught, developing children’s chronological knowledge and understanding from the Stone Age to present day.
We want children to be curious to know more about the past and to have the skills required to explore their own interests. History lessons focus on working as historians and developing historical skills and there are many opportunities for the curriculum to be enriched through historical visits, visitors and events held in school.
We aim to enable children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. It is important for children to develop a sense of identity through learning about the past and we want them to know how history has shaped their own lives. This is why the local area is fully utilised to achieve the curriculum outcomes. so that by the end of KS3 children will have a deep understanding of their locality.
IMPLEMENTATION
Teachers use a variety of teaching and learning styles in their history lessons to develop pupils’ knowledge, skills and understanding in history.
We believe children learn best when:
⦁ They have access to, and are able to handle artefacts
⦁ They go on visits to museums and places of interest
⦁ They have access to secondary sources such as books and photographs
⦁ Visitors talk about personal experiences of the past
⦁ They listen to and interact with stories from the past
⦁ They undertake fieldwork by interviewing family and older friends about changes in their own and other people’s lives
⦁ They use drama and dance to act out historical events
⦁ They are shown, or use independently, resources from the internet and videos
⦁ They are able to use non-fiction books for research
⦁ They are provided with opportunities to work independently or collaboratively, to ask as well as answer historical questions.
We recognise that there are children of differing abilities in all our classes, and so we provide suitable learning opportunities for all children. We achieve this through a range of strategies which are Adapted by expected outcome and support from peers or adults.
KNOWLEDGE AND UNDERSTANDING
The children’s understanding and knowledge of historical facts will be broadened through the teaching of the following key concepts:
⦁ chronological knowledge and understanding
⦁ history of the wider world
⦁ understanding of abstract terms
⦁ Historical concepts
⦁ Continuity and change
⦁ Cause and consequence
⦁ Similarity and difference
⦁ Significance
⦁ Historical enquiry
⦁ Interpretation of history and historical perspective
ASSESSMENT
Assessment in history is an ongoing process. Teachers will make informal judgements about pupil’s progress and attainment as they observe them throughout lessons and mark their work.
At the end of each term, teachers will decide on a pupil’s level of attainment noting which children are:
⦁ working above the age-related expectations
⦁ working at the age-related expectations
⦁ working towards the age-related expectations
These judgements will be made in line with the Long-Term Curriculum Plan and National Curriculum.
FUNDAMENTAL BRITISH VALUES
British Values is defined by the Department for Education as:
⦁ Respect for democracy and support or participation in the democratic process
⦁ Respect for the basis on which the law is made and applies to England
⦁ Support for equality of opportunity for all
⦁ Support and respect for the liberties of all within the law
⦁ Respect for and tolerance of difference faiths and religious and other beliefs
At Woolston Brook School, we ensure that the fundamental British Values are introduced, discussed and permeate the ethos and work of the school. The curriculum provides a vehicle for furthering and deepening an understanding of these concepts.
We actively encourage the children at our school to be unique, creative, independent and open-minded individuals who respect themselves and others in our school, the local community and across the wider world.
Our aim is to nurture our children on their journey through school so that they can grow into caring, democratic, responsible and tolerant adults who can, and will make, a positive difference to society across Britain and the world.
