GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgment. History helps pupils 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.

Intent

At Wheatfield Primary School, we are HISTORIANS! We want our children to love history. The history curriculum has been designed to be both knowledge-rich and coherently sequenced. Knowledge, in the realm of history, means not only substantive knowledge of historical events, dates and people in the past, but also knowledge of substantive concepts in history (such as ‘empire’, ‘monarchy’ and ‘civil war’), and disciplinary historical concepts (such as evidence, causation, significance and interpretation)

Children are taught how to be a historian from EYFS. The curriculum aims to ignite children’s love for history, preparing them with essential knowledge for Key Stage 3 and beyond. All history is worth studying, but as we do not have the time to cover everything, the units have been carefully chosen to cover as wide ranging content as possible without compromising depth. It aspires to create curious and knowledgeable young people, who hold a deep understanding and appreciation of the discipline of history, and are able to sift and weigh evidence to begin to formulate their own viewpoints and perspectives of the world.

We aim to stimulate all children’s interest and understanding about the life of people who lived in the past. We aim to make all children aware of the actions of important people in history and enable children to know about significant events in British history, whilst appreciating how things have changed over time. History will also ensure our children understand how Britain developed as a society, contributing to their understanding of their country of residence. They should use a wide vocabulary of everyday historical terms. Children will ask and answer questions, choosing and using parts of stories, using primary and secondary sources and artefacts to talk about and understand key features of events and the lives of significant individuals. 

Implementation

History is taught in every year group. From year to year, unit to unit, lesson to lesson, the curriculum supports children in making connections and building upon prior knowledge. It is balanced to enable children to look in some depth at local, national and world history, encouraging children to explore the connection between significant events and people and how they have influenced the modern world. Each year, the children will study at least one unit of British history, looking at significant ‘turning points’ that help children understand modern Britain.

We have developed a progression of skills with each year group, which enables pupils to build on and develop their knowledge and skills. History begins by looking at the children’s own personal history and introduces them to the idea of chronology and timelines. History will look at significant events and people who have shaped society, locally, nationally, and globally. Each year group studies aspects of local history and British history. In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place. At the start of each unit of work children will review previous learning and will have the opportunity to share what they already know. Children are given a knowledge organiser at the start of each unit of work which details some key information, dates, and vocabulary. This is used to support children with their acquisition of knowledge and is used as a reference document.

Children are given opportunities, where possible, to study artefacts or historical sources leading to enquiry, investigation, analysis, interpretation, evaluation and presentation. We plan for effective use of educational visits and visitors, to enrich and enhance the pupil’s learning experience and the History curriculum. Teachers use highly effective Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed. Effective modelling by teachers ensures that children are able to achieve their learning intentions, with misconceptions addressed within it. 

Impact

The impact of this curriculum design will lead to significant progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Wheatfield Primary School with a secure understanding of history. Our History curriculum will also lead pupils to be enthusiastic history learners, evidenced in a range of ways, including pupil voice and their work. It aspires to create curious and knowledgeable young people, who hold a deep understanding and appreciation of the discipline of history, and are able to sift and weigh evidence to begin to formulate their own viewpoints and perspectives of the world.

EYFS

The Early Years Foundation Stage Curriculum supports children’s understanding of History through the planning and teaching of ‘Understanding the World’. This aspect is about how children find out about past and present events in their own lives, their families and other people they know. Children are encouraged to develop a sense of change over time and are given opportunities to differentiate between past and present by observing routines throughout the day, growing plants, observing the passing of seasons and time and looking at photographs of their life and of others. Practitioners encourage investigative behaviour and raise questions such as, ‘What do you think?', ‘Tell me more about?', 'What will happen if..?', ‘What else could we try?', ‘What could it be used for?' and ‘How might it work?' Use of language relating to time is used in daily routines and conversations with children for example, ‘yesterday', ‘old', ‘past', ‘now' and ‘then' They also get to explore and discuss old and new artefacts.

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Whole School History Curriculum Overview

Whole School History Progression 

Whole School History Subject Rationale

Whole School History Vocabulary

Whole School Key Figures in History

History Learning Journal

We hope you enjoy exploring some of our learning journals.

 

 Year 6                           Year 5                                      Year 4  

 

History Lead - Mrs Brown