History

Curriculum statement for the teaching and learning of History 2021

Intent
At Church Walk C.E. Primary School, our History provision aims to teach our children to engage and understand the past and how events in the past have led to the creation of the world which they live in today. It is our intention to enable children to ask questions about the past and give them the tools with which to find the answers. Children are encouraged to develop a greater understanding and knowledge of how the world, country, county, town and school have changed and progressed throughout time, and where their place is in the history of it. The history curriculum 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. History is an investigative subject, which develops understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the history of their local, national and global environment. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Church Walk and also to their secondary education and beyond. History skills are a major factor in enabling children to be confident, creative and independent learners, it also creates opportunities for all abilities to shine and show their understanding of the subject and it is our intention that children have every opportunity available to allow them to achieve this.

 
 Chronological Understanding
Pupils will understand chronology, identifying patterns and themes in history (e.g How the end of the First World War led to the beginning of the Second; why did Guy Fawkes and the  Plotters want to blow up King James and his Parliament )

Vocabulary
Pupils will understand and use appropriate historical vocabulary and use this terminology in lessons , activities and  writing based around the period of history which they are studying.

Questioning
Pupils will learn to question sources from history, developing their enquiry skills.
Children are taught to ask questions of historians and both primary and secondary sources and to challenge bias.

Knowledge
Pupils will develop their knowledge of a range of periods through history, making purposeful links between them. They will develop an understanding that history - in plain terms - is a series of events which leads to another series of events. Action causes reaction.
 
 
 
Implementation
Curriculum Approach
Pupils engage at regular opportunities within history lessons and are guided, supported and stretched through the topics which build upon previous knowledge and skills. Pupils working at greater depth are able to broaden their knowledge and skills within these units.
The Historical skills for each year group are best linked to the topics that are being studied and links are often made across the wider curriculum, especially literacy and design technology . Skills established in history lessons are used throughout the curriculum to support and enhance the learning.
History has its own assessment toolkit and enables all children of all abilities to achieve. History lessons are mostly planned to be active with evidence written where appropriate most assessment is teacher judgement.

External Stimuli
Pupils are taught about the local environment from EYFS to the end of KS2  and are given opportunities to investigate and make links to the wider world. Children are encouraged to discover the past through a varied external stimuli.

Local Visits
- Reception     Visit to a launderette
-Year 1 and 2     Sir John Barrow's Monument and Cottage
- Year 3 and 4     Stone Age-Copper Mines at Coniston, Walney  
- Year 5 and 6  Dickensian Tour of Ulverston, Dock Museum- WW2          
 Visits in the North West
Y5 and 6 Ancient Egypt- World Museum Liverpool Y6   Beatles Museum 60s   U-boat story WW2      International slavery museum
Visitors  
Birkrigg ‘ a new baby’
Dan Elsworth (Local Historian and archaeologist); Mrs Johnston's father (local historian specialist)
Viking Visitor in Y3 / 4
Links to the local area

SMSC
- Knowledge of how the history of the world is recorded and why it is important to look at both sides of history.
- Knowledge of how their local, national and global community was formed.
- Develop an understanding of how the global community is related through thousands of years of history
- Sense of enjoyment and excitement about studying the past and solving the mysteries which it still holds
- Develop an understanding of other countries and cultures and develop and a tolerance for those who are different to themselves and celebrate these differences.

Sharing work
Pupils work in history is written in history books and is shared with parents during parents’ evenings. Children also have a chance to share their work in class displays and make class books.

Local Context
In Year 1 and 2, children explore  why Hoad Hill has a well -recognised  monument on the top dedicated to Sir John Barrow and where the stone came from to build it. They visit both the monument and the cottage in which he was born.
 Year 3 and 4 collect blackberries as part of the Stone Age topic; they set up an Anglo Saxon settlement on the school field and Year 5 and 6 visit the Dock Museum to find out about Barrow’s role in World War 2. They take part in a Victorian guided walk around Ulverston.

Resources
We have a  library stocked with books linked to our curriculum, both non-fiction and fiction (which is often used as the Jumping -Off point for our history curriculum. Church Walk CE Primary School has a small amount of school-linked resources collected from the establishment of the school in 1896.
We often borrow resources from the Library Service and the Dock Museum, including artefacts or replica artefacts. Through the years we have developed a network of parents, grandparents and other links who can loan us relevant items as well as resources pupils and their families may have such as collections of 60's vinyl records and their player.

Impact
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the subject of History programme of study.
PUPIL VOICE
Talking to pupils throughout the year groups show pupils really enjoy history in particular the historical visits within Ulverston and museums further afield  such as Liverpool or visits from travelling Vikings. These experiences are highlights of  children’s time at Church Walk and are frequently mentioned in Leavers Assemblies.
EVIDENCE IN KNOWLEDGE
Pupils understand where their knowledge fits into the world and how they can use the skills learnt during history lessons and apply this to all areas of life – for example looking at both sides of history and exploring bias.
 EVIDENCE IN SKILLS
Pupils are able to apply their historical skills to ask and answer questions about particular sources, opinions and artefacts and explain the conclusions which they have drawn and explain why they have reached that conclusion.
BREADTH and DEPTH
Pupils have developed their ideas to and beyond the expected standard for the end of unit expectations. Pupils are confident in explaining their thoughts and feelings about their work and are reflective about their working process. Some children are able to use their skills and knowledge and make links across other topics and other curriculum areas.


  

Year 5 and 6 have been finding out about Victorians

  

‘Teach children how they should live and they will remember it all of their lives.’ Proverbs 22:6

Our Vision

Our vision is to provide a secure, happy learning community based upon Christian Values in which each child is encouraged to reach their full potential.

We aim to support the children's developing skills as learners by:

  • Providing a secure foundation upon which individuals can grow into independent, challenged learners.
  • Stimulating active learning experiences,that develop children's awareness of themselves as learners.
  • Valuing every child irrespectve of gender, disability,age, race or culture and ensure that they have an active voice in school and know that their opinions matter.
  • Supporting children in succeeding in their learning and finding opportunities to celebrate their success.
  • Developing skills of independence, co-operation and self- motivation.
  • Contributing to the wider community, both locally and globally.  

 

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