The National Curriculum states History should be fundamental ‘to 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’.
'Pupils should develop coherent knowledge of British past and wider world. They should understand the coherence and chronology of Britain so that they can understand the wider world influence on the British Isles. The nature of ancient civilisation and the expansion and dissolution of empires.
These skills help them to analyse trends and ask historically valid questions' Mary Myatt.
At Wentworth C of E our History Curriculum is planned using a project-based approach to ignite children’s curiosity about the past, drawing on the national curriculum for guidance. By delivering purposeful and meaningful experiences children will have the opportunity to develop subject specific terminology, investigate and explore the past to gain a deeper knowledge of local, British and World History events both within living memory and beyond, as well as learning about the lives of significant individuals. We want our children to be inspired to learn about how the past has shaped the world today and to consider their own identity and challenges in their lifetime. We aim to ensure that all learners are :
- Encouraged to ask perceptive questions
- Think critically, weigh evidence, sift arguments
- Have a coherent understanding of chronology to help them appreciate how events are linked and separated and develop perspective and judgement
- Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups
- The range of skills developed through historical learning will be applicable across other subject areas and future learning.
Teachers plan using our progression of knowledge and skills document allowing us to ensure their history lessons suitable to their class’s interests and what they want to learn. The progression document ensures the curriculum is covered and the skills/knowledge taught are progressive from year group to year group.
We focus our teaching on different concepts within History. Sitting underneath these concepts is key vocabulary which are a basis of oracy teaching within History.
- Community & Culture:
architecture, art, civilisation, communication, economy, inspiration, myth, nation, religion, settlement, story, trade
- Conflict & Disaster:
conquest, liberation, occupation, military, peace, plague, surrender, treaty, war
- Exploration & Invention:
discovery, migration, navigation, progress, tools
- Hierarchy & Power:
country, democracy, empire, equality, government, law, monarchy, oppression, parliament, peasantry, politics, prejudice, slavery, poverty, protection, tyranny
When teaching history the teachers should follow the children’s interests to ensure their learning is engaging, broad and balanced. History teaching focuses on enabling children to think as critically. A variety of teaching approaches are used based on the teacher’s judgement.
History provides excellent opportunities to enhance the learning of more able pupils through the investigations, analysing sources and writing extending pieces.
Educational visits are another opportunity for the teachers to plan for additional history learning outside the classroom. Our learners have had many opportunities to experience history on educational visits, having worked closely with Wentworth Woodhouse Preservation Trust our learners have a solid understanding of the importance of and our responsibilities to be involved in preserving things from the past.
Our history curriculum is high quality and is planned to demonstrate a clear progression of knowledge, skills and vocabulary. Through this approach to history our pupils are curious, motivated and excited to explore, question and evaluate the past and its impact on our world today.
Educational trips and visitors enable our children to widen their experiences, knowledge and understanding first hand. Work both in folders and on display will demonstrate the children’s understanding and acquisition of identified key knowledge acquired, as well as enabling them to be reflective and evaluative of next steps. Through the history curriculum children have plenty of opportunities to further develop and apply their learning skills: resilience; reflectiveness; curiosity; collaboration and independence.