History

Our Vision 

As historians, within the federation of Oxford Road Community School and Wilson Primary School, our pupils explore unfamiliar worlds across time and place. Our curriculum inspires curiosity to know more about the past.  Through historical enquiry, our pupils explore cause and consequence; continuity and change; significance and impact; similarities and difference, helping them to understand how the identities of diverse people, groups and nations have been shaped. Whilst developing a sense of chronology, we examine our children's own personal history, helping them to make sense of their own experiences and identity. Through history, our pupils come to understand their place in the world they inhabit. They learn how they can leave their mark on the world as so many did before them. 

Curriculum Intent

Our History curriculum aims to inspire our pupils to become discerning historians, helping children understand how the past is constructed and contested.  We want to equip children with knowledge and understanding of historical periods both at a local and international level.  Our pupils will learn to construct meaning from sources and to develop a personal narrative of the past from a range of sources to debate in the future.

In addition to learning about British and local history, the children will also learn about the history of the wider world. The curriculum aims to ignite children’s love for history, preparing them with essential knowledge for Key Stage 3 and beyond. 

The curriculum aims to introduce the children to a wide variety of figures from the past; from the widely venerated, to the lives of the less well-known who offer us a rich insight into life at the time- from Katherine Johnson to Huntley and Palmer, from Amelia Earhart to Queen Victoria.

Curriculum Implementation 

In order to meet the aims of the National curriculum for History, we have identified the following key strands:

Skills:

• Chronological awareness
• Knowledge and understanding
• Historical contexts
• Organise, evaluate and communicate information

Pupils follow a knowledge-based curriculum investigating the history of the British Isles and internationally through high quality lessons and high expectations in outcomes.  Children engage with challenging topics whilst develop a curiosity for historical enquiry through key questions.

History units are often connected between year groups through a variety subject texts, particularly in Literacy and Reading.  For example, Year 6 read Montmorency to support their Victorians unit.  This supports history teaching and allows children to gain a deeper understanding and concept of the time period, a fictional perspective of experiences as well as non-fiction books to develop the use of sources.  There are systems in place to ensure that teachers know what learning in each subject has come before and after their year group, with classes often revisiting historical periods in order to consolidate and expand their knowledge.  For example, Year 2 learn about the significance of Katherine Johnson, Year 5 focus on Katherine Johnson using Hidden Figures in Literacy.

The classroom environment is prioritised to enrich learning and assist children’s retention of knowledge through the use of timelines, maps, key vocabulary and visuals where possible. Explicit teaching of language and vocabulary is prioritised. 

Museum and historical visits help develop historiography and make connections to the modern world through synthesising a disparate range of evidence.   

Curriculum Impact 

Throughout each unit of History, staff model, monitor, address misconceptions and support both the development of skills and understanding. Children are exposed to a rich history curriculum providing them with opportunities to engage critically with historical concepts throughout a unit.  Historical knowledge leads to core understanding which is sequenced and explored in subsequent units or year groups. Deliberate and carefully selected historical materials are used to engage in history events and concepts. Pupil books will display understanding of the time period through a variety of ways such as fictional recounts, timelines, source work, etc. Childrens’ cultural capital will be engaged through educational visits and experiences.

Pupils should leave the Federation with a growing curiosity and love for history, equipped with the skills, vocabulary and knowledge to carry with them a greater understanding of the history of the wider world and their place within it