At Wellington Primary School we aim to develop an understanding and appreciation of the past. We aim to provide pupils with a broad and balanced view of History in Britain, other societies and epochs, whilst teaching pupils to develop the skills of enquiry, analysis, interpretation and problem-solving which will prepare them for the next phase in their education. To ensure that pupils develop a secure knowledge that they can build on, 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; Organisation and Communication are all mapped out to ensure that pupils build on secure prior knowledge.
Pupils will evaluate a range of primary and secondary sources including ICT as a stimulus and source of information. Our historians will be able to explain clearly how these sources give us an insight about how people around the world used to live and how these interpretations may differ. Pupils will be taught to make links between these areas of learning, with the aim of developing engaged, motivated and curious learners that can reflect on the past and make meaningful links to the present day.
Pupils will develop a sense of chronology from the earliest of times to the present day, and through this they will develop a well-rounded knowledge of the past and its events.
Pupils will learn to value their own and other people’s cultures in modern multicultural Britain and, by considering how people lived in the past, we aim to develop more informed, tolerant, respectful members of society. In our school, history makes a significant contribution to citizenship education. We aim to teach pupils about how Britain has influenced and been influenced by the wider world and how we have developed as a democratic society. Pupils will learn life has not always been that way, as they learn about significant aspects of the history of the wider world, the nature of ancient civilisations, the expansion and dissolution of empires, characteristic features of past non-European societies and the achievements and follies of mankind.
The Early Years it is the first opportunity to introduce pupils with vocabulary associated with History. Staff follow the Early Years Foundation Stage (EYFS) Statutory Framework which aims to guide children, to make sense of their physical world and their community. Listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world, which has changed over time. Pupils are introduced to vocabulary associated with history as they explore the passing of time in their own lives and learn about significant events in the past, e.g. Remembrance – this is the first step of becoming a historian.
In KS1 and KS2 learning will start by revisiting prior knowledge. This will be scaffolded to support pupils to recall previous learning and make connections. Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts.
Frequent low stakes curriculum quizzes will review learning and check that pupils are understanding and retaining knowledge. Learning is also reviewed on a termly basis, after a period of forgetting, so that teachers can check whether information has been retained. History assessment is ongoing and informs teachers with planning lesson activities and differentiation; it will be tracked against the History progression of skills objectives.
Our historians will be given a variety of experiences both in and out of the classroom where appropriate to create memorable learning opportunities, foster curiosity and enthusiasm for history, and to further support and develop their understanding. Topics are compiled of a series of lessons planned for progression and depth.
Lessons include historical enquiry. Pupils are encouraged to evaluate primary and secondary sources to develop the skills of enquiry, analysis, interpretation and problem-solving which will develop knowledge and understanding and prepare them for the next phase in their education. Challenge questions are used to allow pupils to consolidate knowledge and understanding where necessary or to apply learning in a philosophical/open manner.
Trips and visiting experts are used where possible to enhance the learning experience.
Long-Term Overview: History
The impact of quality first teaching in History fosters a love and enthusiasm for the subject. Pupil voice provides evidence that pupils are able to talk with confidence and enthusiasm about what they have learnt in history using subject specific vocabulary. Pupil voice also demonstrates that many pupils enjoy history and are able to recall their learning over time. Book scrutinies demonstrate that history is taught at an age appropriate standard across each year group with some opportunities planned in for pupils working at greater depth. Work is of good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence. Assessment and book scrutinies ensure pupils can demonstrate knowledge and understanding, use key vocabulary and are covering all skills.