Intent

At Welford On Avon Primary, History is a valued part of the curriculum, providing a purposeful means for exploring, appreciating and understanding events that have happened in the past, and how these have shaped the world in which we live.  In History, children learn about people from this and other countries around the world; people’s actions, the reasons for them and the evidence that remains of them. They learn about changes that have occurred and the causes and consequences of these changes.  Skills developed through historical enquiry have a wide application to everyday life and historical awareness promotes responsible citizenship.

Whilst learning about the wider world, Welford on Avon also helps children to really understand the context of the area in which they live, through its developed links with the local history society.

Aims

History at Welford On Avon Primary School aims to provide pupils with a thorough understanding of the past of both Britain and the wider world.  We aim to ensure that children are able to think critically when examining evidence and can develop their own opinions, which they can back up with historical knowledge.

Early Years Foundation Stage 

In Nursery and Reception, staff plan for progression through the ‘Understanding of the World’ strand, which provides the foundations for History learning higher up the school. Children develop a sense of time through events in stories and in children’s own lives and their family relationships using appropriate vocabulary. Children develop an awareness of time and change, learning about seasons and life cycles through photographs and artefacts. 

Key stage 1 

Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They use a wide vocabulary of everyday historical terms. They ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They understand some of the ways in which we find out about the past and identify different ways in which it is represented. 

Key Stage 2

Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They construct informed responses that involve thoughtful selection and organisation of relevant historical information. They understand how our knowledge of the past is constructed from a range of sources.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Implementation

We use a range of teaching and learning styles, including the children in activities such as trips and visiting speakers, research, use of ICT, discussion, role play, creation of presentations.  We encourage the children to link their learning in History with a range of different subject areas within the topics studied, as well as promoting their development and embedding of key English and Mathematical skills within History activities.

Children will focus on either Geography or History for each half-term and then allocate a minimum of 1 1/2 hours each week to Geography/ History. In addition, staff will aim to maximise learning where links with other subjects, e.g. English and Maths, are appropriate. The long term plan for history is reviewed biannually.

Equal Opportunities

History follows the Equality Policy of Welford On Avon Primary School.  Class teachers have a responsibility to differentiate learning to enable all children, including SEN to access the learning intentions.  All children are exposed to trips and learning enhancement opportunities, with additional consideration given to Pupil Premium children (or identified disadvantaged children) who may benefit from further opportunities.