History

Intent

Through our History curriculum at Walmley Junior School, we aim to inspire and enthuse our children to develop a coherent knowledge about Britain’s past, and that of the wider world, to gain an understanding of how historical events influence modern life. We want children to enjoy and love learning about, and from History, by gaining knowledge and skills both in and out of the classroom. We encourage our children to be curious learners, inspiring them to think and act as historians.  

We believe that studying History helps improve decision making skills, the ability to make informed judgements and how to learn from the mistakes of others. Due to their limited life experiences, our children can be passive in terms of enquiry and are often willing to accept a version of events, rather than questioning its validity. We are determined to equip all pupils with the ability to ask perceptive questions, think critically, analyse a range of sources and weigh evidence in order to appreciate different perspectives. We want our children to understand that history is not discovered or found, but it is an interpretation of events. We foster a belief in objectivity and the importance of searching for the truth.

Implementation

At Walmley Junior School, we ensure that school curriculum covers the National Curriculum objectives through challenging and inspiring topics. This bespoke, topic-based approach is used to deliver content within a meaningful context. Wherever possible, cross curricular links are exploited, particularly those with Geography, British values and food technology. In all classrooms, topic books are displayed. This is to provide children with an additional opportunity to extend their knowledge of the time period studied, thus supporting our whole school initiative of promoting a love of reading and the enrichment of vocabulary. We aim for all of our children to understand and use specific historical vocabulary linked to topics, so this is integral part of our curriculum. New vocabulary is displayed in classrooms to support with this.  

As a staff, we ensure that our History curriculum is logical, well-sequenced and one which builds on prior learning. Links are made between different historical periods, in order to give children a broad overview of chronology and how key historical events and happenings impacted on one another and helped shape the world we live in today.  We enhance this understanding through a variety of experiences. These include research projects, educational visits and whole school celebrations of key historical events.  

Geography and History are taught at discreet times to enable us to cover the topics in greater depth. Planning is reviewed and adapted regularly to ensure we meet the needs of all of children. Work planned is accessible and engaging for all learners working at all abilities through the use of effective differentiation and a wide range of creative and exciting tasks. We offer further challenge with differentiated gap tasks following each piece of work, which require children to think carefully and extend their knowledge at a deeper level.  

Throughout the year, children are given the opportunity to develop their enquiry skills through the use of artefacts. This builds excitement, offering an investigative approach, giving children ownership in their own learning. Also, where possible, we incorporate trips and ‘wow days’ to actively engage the children in their learning. For example, the Year 6 street party to mark the end of the WWII topic and the Year 5 Roman Museum evening which showcases the work completed by pupils, through independent research, as they explored this topic. 

Pupils are assessed against our school assessment ARE descriptors. Work at all levels is rigorously moderated within year groups and phases, at key assessment points throughout the year. This ensures that our judgements are informed, accurate and consistent.  

The subject leaders monitor the quality of teaching and learning within this subject. This is done through reviewing the work in pupils’ books, undertaking lesson observations, informal learning walks and ensuring planning overviews are followed.  

Impact

Pupils are immersed and inspired by history. The acquisition of identified key knowledge from a broad and balanced history curriculum is evidenced in both history and literacy books. Pupils gain a knowledge and understanding of Britain’s past at a local, national and global level. They recognise what it means to be an historian and are curious to know more about the past. Through the study of history at Walmley Junior School, pupils learn to ask perceptive questions, to think critically and analytically as they weigh evidence, sift arguments, and develop perspective and judgement. Pupils are encouraged to responsibly make good life choices by learning from the past. 

Progression of Skills