Subject Statement for History
The history curriculum at Well Green makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality. The bespoke history curriculum at Well Green enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development.
Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy.
In line with the national curriculum 2014, the curriculum at Well Green aims to ensure that all pupils:
The history curriculum is designed develop knowledge and skills that are progressive, as well as transferable, throughout their time at Well Green Primary and also to their further education and beyond. The curriculum aims to be intrinsically linked with our locality and the local history around our school as well as the key events in British and World history and their chronology.
History at Well Green is taught in blocks throughout the year, so that children can achieve depth in their learning. The leadership team and subject leader have identified the key knowledge and skills for each blocked topic and careful consideration has been given to ensure progression across topics throughout each year group across the school. There is an enquiry based approach to teaching history using Blooms taxonomy skills.
By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and Baghdad in 900 AD.
History planning at Well Green is detailed and extensive to ensure coverage of: historical study and enquiry; historical knowledge and interpretation and chronological understanding and change. These key areas of history are colour-coded on weekly and half termly planning to show clear coverage. Teacher’s lesson design is informed by national agencies, including the History Association, of which the school is a member of.
A focused question is then used to direct pupils’ enquiry. Pupils will answer this focused question using a variety of sources, researching and then developing their own historical explanations, presenting their ideas in different ways. Children work in Kagan teams to support peers and work collaboratively to explain their historical ideas and understanding.
Weekly planning for history is evaluated by teachers and assessments are made about children’s learning in each lesson, which are monitored weekly by the headteacher. The recovery curriculum in history is also monitored each half term by the subject leader to ensure coverage of gaps in children’s learning following school closure. Assessment in history is a crucial tool in developing the teaching and learning, as in other subjects, is inseparable from the teaching process. Summative assessments are made at the end of each unit at the end of each half term. The history leader undertakes monitoring of history books each year and planning scrutiny; as well as history focused lesson observations/ learning walks from SLT and the subject leader to ensure history teaching and learning is excellent across school.
Cross curricular outcomes in history are specifically planned for, with high expectations for historical writing with children’s use of English. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom in the local area embedded in practice. Manchester and Hale are key elements in our local history study beyond 1066.
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others, ensuring that all children experience challenge and success in history by developing a growth mindset. Outcomes in history books, clearly evidence a broad and balanced history curriculum and demonstrate children’s acquisition of identified key knowledge and skills.
As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local history and its place within the wider world context and chronology. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study, pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.