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. (National Curriculum 2014)
Intent of the History Curriculum at Wheatfields Juniors
Within the context of our historically rich local area the History curriculum at Wheatfields Junior School fires pupils’ imagination, promotes an understanding of the relationships between the past and the present and aims to stimulate a life-long enjoyment of the subject. We aim to make full use of the resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality. We encourage our pupils to ask perceptive questions about Britain’s past and that of the wider world and to use enquiry-led learning to think critically, weigh evidence, sift arguments and develop perspective and judgement. We intend to make links with their current and previous learning and develop a passion for the subject. Our many trips, visitors and experiences, cross curricular links and projects ensure that the breadth of study and skills are taught not only in a rigorous manner but in an engaging and memorable way for our children.
Implementation - What does History look like at Wheatfields Juniors?
- Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school.
- By the end of Year 6, children will have a chronological understanding of British history from the Stone Age to 1066 and an outline of periods beyond.
- Knowledge organisers are used to support key knowledge, concepts and vocabulary.
- Vocabulary is shared at the start of the unit so pupils can develop their understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to build deeper explanation and understanding as well as providing entry points to historical conversations.
- Children are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of ancient Mediterranean civilisations of Egypt, Greece and Rome with comparisons made to contemporary life in Britain. As well as this we look at diverse world history, such as the Kingdom of Benin as well as a ‘Black and British’ study
- Cross curricular outcomes in History are planned for example with writing or art, enabling further contextual learning.
- The local area is also utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.
- We use History days to enrich learning and to immerse children in historical knowledge and learning experiences.
Impact - By the end of Key Stage 2 our children 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.
- made connections, contrasts and trends over time and developed the appropriate use of historical terms.
- addressed and devised historically valid questions about change, cause, similarity and difference, and significance.
- constructed informed responses that involve thoughtful selection and organisation of relevant historical information.
- understood how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers combine overview and in-depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Through teaching the British, local and world history outlined below pupils will know about:
- changes in Britain from the Stone Age to the Iron Age
- the Roman Empire and its impact on Britain
- Britain’s settlement by Anglo-Saxons and Scots
- the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- a local history study
- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and an in-depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
