At Whiston we use the national curriculum for history, which aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
Take a look at some of the ways that we learn, develop and apply our history knowledge, skills and understanding within our history lessons and across other areas of the curiculum ...
Links to support children's research into history
History Curriculum Statement:
History Curriculum Statement:
History has always been held in high regard at Whiston Junior and Infant School, with the school’s own rich history within the context of the local area a celebrated and inspiring feature of the school. The history curriculum at Whiston makes full use resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.
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 at Whiston 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, our curriculum aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, 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, as well as their own identity and the challenges of their time.
History is taught in blocks throughout the year, so that children achieve depth in their learning. The history lead and class 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 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 Egypt, Greece and the Mayas.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and reading and writing lessons enabling further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the national curriculum. In addition, staff have access to many other plans and resources, however, teacher’s lesson design is not limited by any specific resource. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Outcomes in history books and writing books, displays and folders, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Children also record what they have learned comparative to their starting points at the end of every topic.
Emphasis is placed on analytical thinking and questioning which helps children 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. Through the history curriculum children also have plenty of opportunities to further develop and apply their learning skills: resilience; reflectiveness; curiosity; collaboration and independence.