History
History at Woodlands Primary School
The study of history can bring pupils into a rich dialogue with the past and with the traditions of historical enquiry. The past and changing accounts of the past have shaped the identities of diverse people, groups and nations. Through history, pupils come to understand their place in the world, and in the long story of human development. The study of history challenges pupils to make sense of the striking similarities and vast differences in human experiences across time and place.
(Ofsted, July 2021)
Intent
The history curriculum at Woodlands is designed to promote meaningful cross-curricular learning and experiences for all pupils, making learning ‘sticky’ whilst ensuring coverage in line with national expectations. We aim to give our children a well-developed chronological awareness and framework to place further learning in context and make meaningful links. Emphasis is given to chronological knowledge forming a ‘mental timeline’ which allows our children to secure existing knowledge in context and supports new learning.
As an intrinsic part of the broad and rich curriculum, history topics are linked to our quality literacy texts. This ensures cross-curricular links can be developed and supports a cohesive topic approach to the curriculum.
Content for each unit of work is set out in progression documents (developed collaboratively by teaching staff) which are reviewed and refined by teachers making them reflective, working documents which are tailored to our cohorts.
We intend to provide Woodlands children with the historical skills and knowledge which will enable them to engage with the curriculum at Key Stage 3 and prepare them for life as an adult in the wider world.
Implementation
Each new history unit of work is introduced in context as to where it fits chronologically in relation to other periods previously studied. Children use the large corridor time lines to relate the new period of history to familiar ones and to the wider world at that time. This is consolidated by classroom display time lines and an individual time line in the front of each child’s topic book.
Children then move on to complete a ‘circle map’ to identify previous learning and knowledge. This creates a meaningful context for new learning and experiences. Children's learning is specific, practical and related to our locality and their own experiences and ideas whenever possible.
