History at Warmsworth Primary School
At Warmsworth Primary School, we aim to plan and deliver a high-quality history education that will prepare our children to become 21st century citizens, gaining a coherent knowledge and understanding of their locality, Britain’s past and that of the wider world. This will enable them to understand how history has shaped their own heritage and that of others, which will in turn help them to gain an appreciation of the Fundamental British Values.
Our history curriculum aims to equip our pupils to learn collaboratively, ask questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
Through our history curriculum we aim to provide our pupil’s with the skills to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as understanding their own identity and the challenges of their time.
We have high aspirations for all our pupils, enabling them to become resilient and creative when exploring their historical lines of enquiry.
History is taught in topics throughout the year, so that children achieve depth in their learning. The key knowledge and skills that children acquire and develop throughout each topic have been mapped in our personalised scheme of work to ensure progression throughout the school. Our History curriculum is designed to ensure appropriate diversity in the significant figures that children learn about.
Planning is informed by, and aligned to, the Early Years Foundation Stage Curriculum and the National Curriculum.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters’ guidance 2021. By the end of the FS2 all our children are given the opportunity to develop an understanding of their world by making sense of their own life-story and their family history. They are given opportunities to make comments on images of familiar situations in the past, talk about the lives of people around them and their roles in our society, know some similarities and differences between things in the past and now by looking at artefacts and talking about their own experiences, also by drawing on their experiences and what has been read in class they can begin to understand the past through settings, characters and events encountered in books which are read in class and through storytelling.
At the beginning of each new history topic in Key Stage One and Key Stage Two, teachers refer to classroom timelines to develop children’s understanding of chronology. Each topic is introduced with reference to the chronology of previous topics (including those from previous years). Questioning about ‘What they already Know’, What they would like to know’ and ‘What they have learnt’, is used to check existing knowledge at the beginning of each history topic and this process informs a programme of study that is responsive to children’s interests. Key knowledge is reviewed by the children and rigorously checked and consolidated by the class teacher.
By the end of year 6, our children 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, the Egyptians and the Mayans. Historical vocabulary is introduced and displayed to enable children to become familiar with the correct historical terms and for them to use the appropriate language in the correct context.
Cross curricular outcomes in history are specifically planned for and these are indicated on the school’s progression mapping. The school’s own context is also considered, with opportunities for visits to places of historical interest and learning outside the classroom also identified and embedded into practice. Visits to local historical areas and the use of artefacts, support contextualised learning, as well as the acquisition of key knowledge and systematic development of key skills.
In addition, staff have access to a variety of sources for plans and resources. Teachers’ lesson design is not limited by a scheme and teachers have access to further guidance from national agencies, including the History Association, of which the history lead is a member. Knowledge Organisers at the start of each theme provide key knowledge and vocabulary for children to refer to during learning in school and at home.
At Warmsworth Primary School we use the Doncaster Museum Loans Service and we have our own school museum area, which is used by all staff and children to promote interest and curiosity of the past.
Teachers’ cater for the varying needs of all learners, differentiating activities where necessary and as appropriate, and ensuring an appropriate level of challenge. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge.
At Warmsworth Primary School we assess the children at the end of each historical topic and track progress on our school assessment system; this informs our planning and next steps to further challenge and extend our children.
Our children receive a broad and balanced history curriculum which allows for our children to acquire identified key knowledge.
Our classrooms support children in developing their understanding of historical events, time periods and famous people that have changed and impacted our world.
As a result of our emphasis on analytical thinking and questioning, our children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past.
Our children talk enthusiastically about their visits and activities of historical interest, with enthusiasm and a high level of knowledge.
Our children have a secure knowledge and understanding of their locality, Britain’s past and that of the wider world and can talk about how history has shaped their own heritage and that of others.
Our children are able to ask questions and think critically to explore historical lines of enquiry and to develop their own views and judgements.