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Heathfields Infant & Wilnecote Junior

Heathfields Infant & Wilnecote Junior

History

History Intent

At Heathfields Infant and Wilnecote Junior Academies, it is our aim to instil in our children a love of history. We aim to provide a history curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum History Programme of Study. This will enable our children to gain an in-depth and critical understanding of the past.

We want them to have no limits to what their ambitions are and grow up wanting to be archivists, museum curators, archaeologists or research analysts. Our aim is that, through the teaching of history, we stimulate all children’s interests and understanding about the life of people who lived in the past.

We teach children a sense of chronology, in order to develop a sense of identity and a cultural understanding based on their historical heritage. This enables our children to learn to value their own and other people’s cultures in modern multicultural Britain.

We aim to make all children aware of the actions of important people in history and enable children to know about significant events in British history, whilst appreciating how things have changed over time. History will also ensure our children understand how Britain developed as a society, contributing to their understanding of their country of residence.

Furthermore, our children will learn about aspects of local, British and Ancient history. This wider awareness leads to the children having some knowledge of historical development in the wider world. We believe that by allowing the children to understand the importance and enjoyment of history through different opportunities, they will become enthused learners in history.

History Implementation

At Heathfields Infant Wilnecote Junior Academies, history is taught in every year group. Topics are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth. We have developed a progression of skills for each year group, which enables pupils to build on and develop their skills each year.

  • History is taught chronologically to allow children to confidently place each time period. This allows pupils to consistently build on previous knowledge and learning by placing previously taught history topics on a timeline.
  • In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous topics as well as previous lessons.
  • In Key Stage 2, each year group studies aspects of British history and an ancient history topic. As we are so fortunate to live in a historically rich area, where relevant, we will embed local history within these topics. In Year 6, they will engage in a local history topic, where they will explore and analyse a significant moment of history from the local area.
  • At Wilnecote children are given a knowledge organiser at the start of each topic which details some key information, dates and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and is used as a reference document.

To support teaching, staff have access to a range of resources and planning including Historical Association and Key Stage History.

Across the whole school curriculum, children study the key historical concepts of chronology; historical enquiry; significance; change and continuity; cause/consequence and similarities and differences. These are taught within the historical contexts outlined within the National Curriculum.

There are selected substantive concepts that reoccur in topics across the key stages, which enable children to gain a good understanding of chronology and make links between different periods of history. These links are outlined in each topic overview to ensure teachers understand the children’s prior learning and use timelines to help support their chronological understanding. Assessments are carried out at the end of each topic which address children’s understanding of the enquiry question.

  • Children are given opportunities, where possible, to study artefacts leading to enquiry, investigation, analysis, interpretation, evaluation and presentation.
  • We plan for effective use of educational visits and visitors, to enrich and enhance the pupil’s learning experience and the history curriculum.
  • Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the history curriculum.
  • Pupils are regularly given the opportunity for Self or Peer Assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.

We take an enquiry-based approach to teaching history, whereby each topic is framed upon a key question that guides the teaching.

Books are monitored throughout the year and pupil voices are conducted to ensure the content/skills are covered as planned and that children are retaining their knowledge and understanding.

History Impact

In history, we strive to ensure that our children’s progress is in line with or exceeding their potential when we consider the varied starting points of our children. We measure this carefully using a range of materials, but always considering age related expectations. We intend that the impact is that children will be prepared for life in their next school stage, in Modern Britain and the wider world.

The school environment will be history rich through displays, resources and vocabulary.

As historians, children will learn lessons from history to influence the decisions they make in their lives in the future. 

Our children will leave Wilnecote with enquiring minds that have a thirst for learning about the past and analyse it with a critical and open mind.

National curriculum in England: history programmes of study - GOV.UK (www.gov.uk)