Through our long-term curriculum, we want children to become familiar with history which has a direct impact on their lives today. We want them to know how the area of Shropshire has developed over time and how these changes have influenced key historical moments in time.
It is important that children look at concepts throughout history and identify how aspects of society and civilisation have changed. For example, when looking at conflict in Upper Key Stage Two, classes can explore the Battle of Shrewsbury, the Reformation at Haughmond and Much Wenlock Abbey, the poetry and life of Wilfred Owen and the development of military and weaponry at Battlefield and Shrewsbury Castle. Our rich historical past gives children the opportunity to use first-hand resources and sites to inform their enquiries about the past.
Through our curriculum design we plan to achieve the National Curriculum aim of,
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
History is an area of study which supports our key curriculum drivers:
As a historian, we want every child to develop:
• An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.
• The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.
• The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a
range of sources.
• The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry.
• A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why
people interpret the past in different ways.
• A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.
The key skills, knowledge and understanding we want children to develop through the study of history are:
- Investigate and interpret the past
This concept involves understanding that our understanding of the past comes from an interpretation of the available evidence.
Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world – National curriculum
- Build an overview of world history
This concept involves an appreciation of the characteristic features of the past and an understanding that life is different for different sections of society.
know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind – National curriculum
- Understand chronology
This concept involves an understanding of how to chart the passing of time and how some aspects of history studied were happening at similar times in different places.
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses – National Curriculum
- Communicate historically
This concept involves using historical vocabulary and techniques to convey information about the past.
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed – National Curriculum
The long-term curriculum plan is structured around either a historical and geographical theme or concept. This enables children, on their journey through school, to revisit significant historical periods locally, across Britain and over the Wider World to gain a real understanding of chronology, key concepts, contexts and impact the present day. It is important to us that children develop key skills of enquiry, using evidence to draw conclusions, interrogating information and sources of evidence to identify what is fact and what is opinion. These are transferable skills, which will support children in becoming effective at investigating and discerning what information will support them in enquiry and problem solving across the curriculum.
Coverage of the history curriculum will be developed in the following way:
Inventions and changes in products over time. For example: Telephone, audio visual – wireless, radio TV etc
Farming, Land use, food, crops, trade, manufacturing, and production, transport/vehicle development, shops
Transport, trade, oceans and seas, enemy, allies, treasures, food, clothing, making a living
Enemy, allies, food, clothing, making a living - soldiers, past, long time ago, war, peace, local, maps, atlas, globes
Customs, leisure, Aboriginal, civilisation,
Grace Darling, Victorian seaside. Entertainment. Holidays. Transport, Leisure. Mary Anning. Victorian discoveries. Fossils and dinosaurs.
Colonies, emigration / immigration, Influence, conflict, transport, trade, world travel
monarchy, commonwealth, belonging
Transport, trade, oceans and seas
Invaders, settlers, artefacts, evidence, houses, culture, entertainment, clothes, jewellery, status, legacy, agriculture, sustainable, conflict - enemies, foe, allies
Land of hope and glory
Invaders, settlers, artefacts, evidence, houses, culture, entertainment, clothes, jewellery, status, legacy, agriculture
WW2 – impact on Europe. Brexit.
Transportation, Space, development of transport through ages. Trade – food, silk road, salt, tools. Vikings, Egyptians, local transport links.
Beliefs, culture, folklore, religion, story telling
Transport, trade, oceans and seas
Rich and Poor
Poverty, rich, upper and lower classes, slavery/servants, culture, leisure, industry
WW1, WW2, Romans, Britain - Civil War, War of Roses, Mayans
Land of the Free
Democracy, rule of law, government, war, conflict, peace, political, social, cultural
Volcanoes – Pompei and Herculaneum – Romans.
History will be delivered either as a blocked piece of work or planned weekly to fit in with the wider curriculum. There should be the equivalent to an hour of discrete history teaching each week. History will also be developed and reinforced through cross curricular approaches, such as through English by using a historical text or producing an diary account, through maths by investigating statistical evidence or through art and design, for example by building a trebuchet using a variety of joining techniques and pivot joints. Through this wider coverage, children will have an opportunity to become familiar with wider concepts such as arts, lifestyles and entertainment.
History teaching at The Wilfred Owen School will be assessed termly against Chris Quigley Milestones and the National Curriculum. It will be assessed against the relevant milestone objectives on a tracking grid, which will be used to show whether a child is Working Towards (WTS), Expected (EXS) or at Greater Depth (GDS). This information is tracked by class teachers to ensure children achieve to their full potential and to inform next steps in planning. Outcomes in History will be reported through the annual report to parents in July each year.
Monitoring and feedback will ensure outcomes are consistent across the school and focus on the pitch and expectations of teaching and learning.