History

History at Stocksbridge Junior School

 

At Stocksbridge Junior School, our History teaching helps our children gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area.

 

Intent

 

We hope to inspire our children’s curiosity to know more about the past. As well as sharing events of chronological history, we encourage our children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. It is important to us at Stocksbridge Junior School that our children learn to become global citizens who have an understanding of, respect for and an interest in different cultures, races and religions, and in turn, understanding the relationship between historical events and the lessons that we can all learn from them.

Implementation

 

At Stocksbridge Junior School, our History teaching is organised into four ‘Key Concepts’:

  • Investigate and interpret the past
  • Build an overview of world history
  • Understand chronology
  • Communicate historically

 

Each of these concepts contains a multitude of skills and knowledge which children will acquire as they progress from Year 3 to Year 6.

Our History teaching is taught through termly ‘topics’ focusing on a specific period of history. Key knowledge and skills have been identified for each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians. Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and literacy lessons enabling further contextual learning.

Lessons will be based on the ‘micro-themes’ and will contain a POP task, which shows ‘proof of progress’ in the lesson. The POP tasks provide opportunities for children to really challenge their thinking and deepen their learning.

Outcomes of work are monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area:

  • Settlements
  • Beliefs
  • Culture and Past Times
  • Location
  • Main Events
  • Food and Family
  • Travel and Exploration
  • Conflict
  • Society
  • Artefacts

Impact

 

As our children move through school, our children will learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Outcomes in topic and literacy books, on their Seesaw journals, through POP tasks and regular quizzes, will evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Emphasis is placed on analytical thinking and questioning which will help our children gain a coherent knowledge and understanding of Britain’s past and that of the wider world and will be curious to know more about the past as they make the transition to secondary school.