Mrs Pratt
History Subject Lead
Intent
At MPA, we want all children to have an ever-deepening knowledge of the past, respecting past traditions and cultures and recognising the impact these have had on the world we live in today. We view history as an important area of learning and want children to see that people of all genders and ages can be historians. We aim to instil in pupils a curiosity and fascination about history that will remain with them for the rest of their lives, developing their understanding of the world around them. By understanding the present in the context of the past, children can make sense of chronology and make links between different historical events.
Children will become skilled historians who can think analytically about history, recognise how contrasting interpretations of the past have been formed from a range of sources and interrogate how historical evidence is used to make assertions about the past. They will develop the skills of refining questions, making connections, drawing contrasts, and analysing trends over time.
By revisiting substantive concepts in different historical periods, the children will have a deeper understanding of these and how these apply to the learning area. These include invasion, power and hierarchy, and monarchy.
Implementation
Where possible, History will link to our thematic approach to learning. For example, when children study the theme ‘Ancient Civilisations’, they will learn about the Ancient Egyptians, Ancient Sumer and Indus Valley. Teachers use Cornerstones Maestro as a basis for their planning, linked to the long-term and short-term plans set out for the MPA curriculum, which ensure the children develop their knowledge, skills and vocabulary sequentially across units, the year and year groups, allowing for depth in their learning to be achieved and this to be embedded into the children’s long-term memory.
History is taught on a weekly basis in the Autumn and Summer terms. By teaching History weekly, this allows the children to build upon their prior learning and supports the ‘reactivation’ of knowledge and skills. Linked to this, where appropriate, the children will read a key text in English linked to their theme. For example, in the theme ‘Maafa’, the children read ‘Windrush Child’ by Benjamin Zephaniah which makes further links to the historical context being studied. Wherever possible, the children are given easy access to a range of quality literary books which are linked to their historical learning to share and enjoy.
Cross-curricular links are made with the historical units where possible. When learning about ‘Dynamic Dynasties’, with a focus on the Shang Dynasty, the children will create Taotie motifs using a casting method in Art. In ‘Ancient Civilisations’, the children will undertake a unit of Design and Technology called ‘Tomb Builders’. By making these links, the children are able to further deepen their understanding of the historical context, revisiting and extending learning from History lessons.
We believe it is important for the children to learn about the significance of their local area in History, enhancing their engagement and enthusiasm for the subject as well as their knowledge of the area in which they live. With this in mind, links are made to the Martlesham Heath Control Tower during ‘Britain at War’, enquiring how Martlesham was used during World War Two, with the children visiting the museum and the underground bunker and learning from the expert volunteers. Furthermore, the children learn about the significance of Sutton Hoo when studying the theme ‘Invasion’, undertaking an educational visit linked to this.
Learning is matched to the different needs of learners, enabling all pupils to access the curriculum, with those who may require it, such as SEND or pupil premium groups, able to access additional or adapted resources.
Evidence of learning is recorded in a way which is appropriate to the task the child has completed (e.g. in writing, drawing or through photographs). In Years 1-6, children use a history book to record their ideas; children in EYFS have their work recorded on paper or on Tapestry.
Impact
The History subject lead regularly checks that teaching approaches match the intended curriculum goals for pupils, as well as following the progression of knowledge and skills which are laid out within the MPA curriculum. The sequencing of lessons supports and promotes progress for all children and teachers check what pupils know in their History lessons, through teaching, discussion and through feedback.
Teachers assess the children on Cornerstones against the key knowledge and skills set out in the planning documents. This is completed as close to each lesson as possible. Evidence will be collated from teacher assessment, History books and pupil voice to inform these assessments. This will track the children’s progress against age-related expectations for History.
In the term where History is a focus subject (to support workload for subject leaders), the History subject leader will use a range of methods to evaluate the strengths and development areas, including pupil voice, learning walks and book looks. They will also identify any CPD needs within History, which may include team teaching, modelled lessons for teachers or whole teaching staff CPD within a staff meeting. The aim of this is to give staff the skills they need to be confident to teach and promote the subject. The subject leader will also analyse the assessment data to identify any areas of the curriculum or areas of the school which have gaps which need to be addressed.
Wider and Extra Curricular Opportunities
- Where possible, children will go on an educational visit or have a visitor/workshop linked to their historical theme. For example, in ‘Childhood’, Key Stage 1 have visited Christchurch Mansion to explore and learn about the toys used by children in the past. In ‘Through the Ages’ in Year 3, the children have visited ‘Hands-on Heritage’ to experience aspects of life in the Stone Age.
History Progression Documents