All of the history units of work are planned around an overarching skills and knowledge framework. This ensures aspects of each subject make firm horizontal and progressive curriculum links between significant elements of the history curriculum. For example, the concepts of hierarchy and power are first explored in Magnificent Monarchs in Year 2. In KS2, children then study how hierarchy and power develop and change from the earliest times in Britain and the wider world, through to the great World Wars of the 20th century.
The aspects of history that run throughout the history projects are set out in the diagram below:
Stanley St Peter’s History Vision
At Stanley St Peter’s Primary School our aim is to enable all children to unlock their potential and celebrate their success. We believe that 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 pupil’s 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. We aim to achieve this by developing planning and subject expertise, with access to interactive resources and artefacts, informed by current national expectations
In History lessons…
Teachers use their subject knowledge and understanding to support children’s learning by…
Staff will use the Cornerstone Curriculum and National Curriculum to ensure subject coverage is met and will ensure that the long term plan reflects the coverage required in each year group. We believe a combination of indoor, outdoor and off site learning experiences will provide our children with a deeper understanding of places, people and processes.
Children are engaged in the lessons and understand the value of what they are learning. Children understand the relevance of this in their learning journey, drawing on links to previous learning. As a result of this, pupils are not deterred if they do not quickly establish an understanding, instead they are motivated to achieve the learning outcome by the end of the session. They understand that making mistakes is as much as a part of learning/discovery as is being successful. Enjoyment and enthusiasm are expressed by children engaged in History lessons.