At Tickhill St Mary’s Primary School, we believe that high-quality history lessons inspire children to want to know more about the past and to think and act as historians. By linking learning to a range of topics, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically. Through the teaching of History, we aim to prepare each child for their next phase of education whilst at the same time giving all students a broad and balanced view of the History of Britain and other societies and periods. Through this, students will develop a well-rounded knowledge of the past and its events, with the intention to improve every child’s cultural capital, understanding of the world around them and their own heritage. History at St Mary’s aims to be ambitious and motivating; ambitious in our coverage of History and thorough teaching of historical skills and motivating through engaging activities, visits and visitors that give all children an opportunity to question the past.
History is taught in blocks throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of 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 Mayans.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English lessons enabling further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the national curriculum. Consideration is given to how children can be challenged in their learning as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Through our history teaching, we aim to develop:
An excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past;
The ability to think critically about history and communicate ideas confidently to a range of audiences;
The ability to support, evaluate and challenge their own and others’ views using historical evidence from a range of sources;
The ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry;
A respect for historical evidence and the ability to make critical use of it to support their learning;
A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics;
A developing sense of curiosity about the past and how and why people interpret the past in different ways.
Our History Curriculum is high quality, well thought out and is planned to demonstrate progression. In addition, we measure the impact of our curriculum through:
A reflection on standards achieved against the planned outcomes;
A celebration of learning for each term which demonstrates progression across the school;
Pupil discussions about their learning
Outcomes in topic and English books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Children also record what they have learned comparative to their starting points at the end of every topic.
Emphasis is placed on analytical thinking and questioning which helps the children gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
Geography at St. Mary’s
At St. Mary’s, we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed develop knowledge and skills that are progressive, as well as transferable, throughout their time at St. Mary’s and also to their further education and beyond.
Geography at St. Mary’s is taught in blocks throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each blocked topic and consideration has been given to ensure progression across topics throughout each year group across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Cross curricular outcomes in geography are specifically planned for, with strong links between geography and other subjects such as English, Science, Reading and Art lessons identified and planned for. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.
Outcomes in topic books, as well as other subject books evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. Children also record and summarise what they have learned comparative to their starting points at the end of every topic. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. Children are able to learn about careers related to geography from member of the local and wider community with specialist skills and knowledge, ensuring that they are well prepared for the next steps of their education.