History

History at Little Heaton Primary School

Intent

History is about real people who lived, and real events which happened in the past. History is concerned with sequence, time and chronology and is the study of evidence about the past; it gives children a sense of identity, set within our social, political, cultural and economic relationships. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions.

As they do this, children develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society.  In history, children find evidence, weigh it up and reach their own conclusions. To do this they need to be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life.

At Little Heaton we aim to provide our children with:

  • access to, and opportunities to handle artefacts
  • visits to museums and places of interest
  • access to secondary sources such as books and photographs
  • opportunities to listen to visitors talk about personal experiences of the past
  • opportunities to listen to and interact with stories from the past
  • opportunities to interview family and older friends about changes in their own and other people’s lives
  • opportunities to use drama to act out historical events
  • resources from the internet and videos
  • opportunities to work independently or collaboratively and to ask and answer historical questions.

At Little Heaton we provide a History curriculum which is both knowledge and skills rich and one which is relevant to our children.

Implementation

History is taught in Reception as an integral part of the topic work through child-initiated and adult led activities. Children are given the opportunity to find out about past and present events in their own lives, and in the lives of family members. In the Foundation stage, history makes a significant contribution to developing children’s understanding of the world through activities such as looking at pictures of famous people in history or discovering the meaning of new and old in relation to their own lives.

During Key Stage 1, pupils learn about people’s lives and lifestyles. They find out about significant figures and events from the recent and more distant past in Britain and the wider world. They find out about the history of aspects of their own locality and they listen, and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.

During Key Stage 2, pupils learn about significant people, events and places from both recent and more distant past. They learn about change and continuity in their own area, in Britain and in other parts of the world. They look at history in a variety of ways, for example from political, economic, technological and scientific, social, religious or cultural perspectives. They use different sources of information to help them investigate the past both in depth and in overview, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways.

Impact

Within History, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities.

 We measure the impact of our curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.
  • Marking of written work in books.

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