We aim to bring History to life at Frosterley Primary by immersing children in a creative, exciting and ambitious curriculum with realistic experiences both in school and through enrichment opportunities linked to our topic areas. We have talented Historians at Frosterley Primary school. Children have a real understanding of their place in history and concepts of when events happened in relation to each other are reinforced. Children also develop a sense of cultural heritage as they understand society and their place within it.
At Frosterley Primary, our History curriculum is designed to ignite children’s curiosity about the past. Our history curriculum is progressively planned and sequenced. We are determined that alongside historical knowledge, children will build firm foundations of basic skills such as enquiry, investigation, analysis, evaluation and presentation. Through discrete History lessons we ensure children know more and remember more. The teaching of history is intended to equip pupils to ask questions about the past, analyse evidence, think critically, and appreciate different perspectives.
Leaders ensure that History is given high priority, and wherever possible cross curricular links are exploited, particularly links with British values, our values based learning and children’s moral, spiritual, social and cultural understanding. However, teachers make it explicit to the children that they are learning history skills and encourage them to think like ‘historians.’
There is a strong emphasis on developing children’s other skills such as developing a sense of chronology, interpreting evidence, changes within a time and across time periods and cause and consequence. We also develop positive learning behaviours, such as independence, resilience, co-operation, concentration, imagination, curiosity and enjoyment.
Our History curriculum covers the skills outlined in the National Curriculum through broad, challenging and inspiring themes. Progression is planned in knowledge, skills and vocabulary so that pupils by the end of year 6 have the cultural capital to be successful in History in their secondary school. The progression of skills is carefully planned to build on prior learning so that children can make sense of the subject. Progression allows for sensible cross curricular links to be made.
Medium term plans ensure coverage of both the required knowledge and the subject specific skills. Individual sessions are planned to inspire, engage and challenge pupils in response to their needs. Children are given a wide variety of experiences both in the classroom and out. All pupils experience challenge by setting tasks of varying difficulty.
Display boards with a history theme are used to show children’s work and display key knowledge and vocabulary. Timeline lines are used within the classroom to refer back to previous learning and develop chronological understanding and order of events. Both fiction and non-fiction texts are used to develop children’s historical understanding and links to our book-led curriculum. Book are displayed in the classroom for children to access and a range of non-fiction texts are available in reading areas.
We encourage school visits and visitors into school to enable the children to gain first hand experiences to support their learning. Our curriculum is enhanced through Bowes museum workshops and studying historical artefacts. Visits to Beamish museum and visitors are planned to enhance children’s understanding and knowledge of the theme. Local walks are planned where to appropriate in order to link their historical learning to changes within their own local area.
History is monitored by the subject leader throughout all year groups using a variety of strategies such as book scrutinises, lesson observations, staff discussions and pupil interviews. History is assessed through teacher judgement and monitored by the subject leader. Teachers complete a termly assessment tracker identifying pupils who have not met or exceeded expectations and will identify strategies to be used the following term to ensure all pupils experience challenge and reach their potential. Learning support assistants are carefully used to support the work of individual children or groups of children to ensure all children reach their full potential.
A history curriculum that is creative, exciting and ambitious for all pupils:
- Leaders ensure that History is given high priority
- New experiences are constantly sought through enrichment opportunities
- We have talented Historians at Frosterley Primary
A history curriculum that is progressively planned and sequenced:
- Firm foundations built upon the basic skills of enquiry, investigation, analysis, evaluation and presentation.
- Develop a sense of chronology
- Understand and use the correct topic vocabulary
A history curriculum that allows ALL groups of pupils to achieve their potential:
- All pupils experience challenge, setting tasks of varying difficulty.
- Using learning support assistants to support the work of individual children or groups of children.
- Access to ICT and a range of different resources.
A history curriculum that is bespoke to our community:
- Enrichment activities such as trips to Beamish, Bowes museum. Resource boxes from Durham learning resources
- Some knowledge and understanding of historical development in the wider world
- To understand society and their place within it, so that they develop a sense of cultural heritage.