History at Eaton Park
Subject leader: Mrs Mellor, Mr Bell and Mr Dawes (both covering maternity)
Subject coach: Mr Bell
Link governor: Mr J. Law and Mr R. Kelsall
At Eaton Park Academy, we recognise History as a foundation through which our pupils are fascinated about the world we live in and inspire and stimulate curiosity about the past. Within the teaching of History across our curriculum, we believe in the importance of providing a high quality education through lessons that bring History to life. In order to fulfil this, we have confidence that the teaching is engaging which helps pupils gain knowledge and understanding about Britain’s past. We encourage interactive learning to ensure that pupils take responsibility for their own learning and build upon prior knowledge and thus becoming life-long learners. With enquiry based learning at the heart of our History lessons, we foster opportunities for the children to develop their questioning by asking relevant questions about the past to develop their historical thinking. Following this, pupil’s responses are further driven by their selection of primary and secondary sources of evidence through research based learning. Taking children through relevant historical periods, we believe that it is essential to secure an understanding of chronology through the use of timelines and chronological frameworks. We appreciate that History within our locality is an important factor for our children to develop a sense of identity which is relevant to them. Local History is intertwined throughout the teaching of History within the school from Early Years, all the way to year 6. We have various focusses on our local History such as ‘Famous Potter’ where the children look at someone famous that has impacted on the society that they are a part of.
The Subject Leader:
We are Mr Bell and Mr Dawes and we are currently the History subject leaders at Eaton Park Academy whilst Mrs Mellor is off on her maternity. Our role is lead, develop and support History across the academy. We ensure that teachers have the knowledge, confidence, skills and resources to deliver engaging lessons that stimulate a fascination about Britain’s past and the wider world.
As History leads, we deliver CPD to teachers within the school to develop skills, share ideas and to secure consistency of the delivery of History across the academy. We also ensure that we keep our own CPD up to date by attending History courses provided by the EEF and making links with other schools (currently with Discovery Academy) As subject leaders, this helps to open our minds to new approaches and to broaden the resources and artefacts that we are able to provide for the children.
In order to gain an understanding of how History is taught across the school, we ensure that History is monitored termly, gaining evidence from books, learning walks and pupil voice. This then informs the strengths of History within the school and allows us to focus on areas of development.
Key stage 1
Pupils should be taught about:
– Changed within living memory. Where appropriate, these should be used to reveal aspects of change in national life
– Events beyond living memory that are significant nationally or globally for example: Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries
– The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth 1 and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, May Seacole and/or Florence Nightingale and Edith Cavell]
– Significant historical events, people and places in their own locality.
Key stage 2
Pupils should be taught about:
– Changes in Britain from the Stone Age to the Iron Age.
– The Roman Empire and its impact on Britain
– Britain’s settlement by Anglo-Saxons and Scots.
– The Viking and Anglo Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
– A local History study.
– A study of an aspect or theme in British History that extends pupils’ chronological knowledge beyond 1066
– The achievements of the earliest civilisations – an overview of where and when the first civilisations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley, Ancient Egypt; The Shang Dynasty of Ancient China.
– Ancient Greece – a study of Greek; life and achievements and their influence on the western world.
– A non-European society that provides contrasts with British History – one chosen from: early Islamic civilisation, including a study of Baghdad c. AD 900; Mayan civilisation c. AD 900; Benin (West Africa) c. AD 900-1300
Early Years Foundation Stage:
History is taught within Early Years as part of their topic work. The historical aspects of their topic work are taken from objectives set out in the Early Learning Goals. In Early Years, History makes a significant contribution to developing a child’s understanding of the world. Partaking in activities such as talking about things they have done in the past and discussing the meaning of vocabulary such as ‘new’ and ‘old’ are just some of the ways that children develop an understanding of the world they live in. Children in Early Years take part in many educational visits which support their understanding of the world such as a visit to Amerton Farm (steam train) to support learning about old and new transport.
Assessment for learning:
Teachers continue to assess children’s understanding and skills, making informal judgements within lessons. The teacher’s review of the completed work and activities within the lesson will inform the planning of future lessons. Verbal feedback is given within lessons to provide immediate feedback to guide the children as well as written feedback to provide praise as well as any next steps to support or deepen the child’s learning. Within History, older children are encouraged to think critically about their work as well the conclusions they have drawn from their research based learning. They are encouraged to make judgements on their work and suggest ways they could improve it. Children are assessed in History termly using our school’s tracking system which is split into the different areas of the History curriculum-. Children are assessed as to whether they are emerging, developing or secure within these areas. This is based on teacher judgement throughout the topic. Teacher assessment is used to inform the History leaders and other teachers with accurate information which can inform their long term and short term planning.
History within other curriculum subjects:
SMSC – SMSC underpins our History curriculum, ensuring that the teaching of History contributes to the SMSC values. History is concerned with time and chronology, which gives our children a sense of identity both socially and culturally. Children are encouraged to think and debate about social ideas within an historical context such as “Would you prefer to go to a school in the past or a school now?”
English – We have aligned our curriculum so that most history topics in each year group are supported by a text. For example, the topic of the Stone Age is embedded through the delivery and use of the Stone-Age boy text. This not only ensures that historical knowledge is developed in English lessons, but also that children are more able to empathise with people of that era, and immerse themselves in the type of language and writing styles that were used during that period.
Maths – History contributes to children’s mathematical understanding in a multitude of ways. Within Key stage 1, there is a focus on developing an understanding of time and chronology. This is achieved by sequencing events and using timelines to order events and objects. Within Key stage 2, children deepen this chronological understanding by creating their own timelines related to their historical period of learning and apply skills of using and ordering numbers. Children also apply mathematical understanding when learning about Roman numerals.
PSHE – Throughout the teaching of History, children explore different historical eras, which shows how life was in those days compared to now. Children are encouraged to think about how they would feel back then, comparing to everyday life now. They are also encouraged to take part in discussions about their personal thoughts and opinions. For example: Children in Year one are posed the question “Would you prefer to have the toys from the past or toys from today and why?” Discussions within History lessons, as well as sharing opinions and being considerate and respectful of these also contribute to the aims of PSHE.
Computing – The use of computing as a vehicle to enhance our History curriculum is used in a variety of ways. Children use the internet as part of their research based learning and use tools such as PowerPoint to present their findings.
Art / D&T – Design and Technology projects are often intertwined within our History topics. Children are able to design and create pieces which reflect something within their historical based learning. For example: Children have created Greek temples, Roman shields and a Trojan horse model. Each year band within the school has a famous artist which they can focus on. These are artists from the past who have inspired and influenced the future generations of artists. Children create pieces of art within the style of their artist from the past, applying their knowledge of the artist’s specific style.
History Quality Mark
Over a meticulous process, our academy applied for the silver History Quality Mark in Association with the Historical Association in the aim to validate the quality of our History provision. During the inspection, our passion to deliver high quality lessons and to fully embed the children’s learning. As a result of the day, we were successful in achieving the Silver Award which is a fantastic achievement.
To enhance the History curriculum, we value educational visits and visitors to allow the children to make connections between what they have learnt in class and the experience which they have acquired from historical specialists.
Such visits include:
Nursery visit Amerton Farm where they ride a steam train.
Reception visit RAF Cosford to look at aircrafts and discuss the change in transport over time.
Year 1 – Visit Sudbury Museum linked to the changes in recent History.
Year 2 Visit Stafford Castle to explore castle ruins within their ‘Towers, tunnels and turrets’ topic.
Year 3 – Visit Stanley Head linked to the Stone Age. In school workshop visit to deepen knowledge of Ancient Greece.
Year 4 – Take part in the Dewa Roman experience in Chester where they look at Roman walls and march as a Roman soldier around the town centre. Also having a workshop linked to Vikings.
Year 5 – Attending Ford Green Hall linked in with the Tudors and will be enjoying a workshop/museum linked to their ‘Pharaohs’ topic.
Year 6 – Evacuee trip is planned linked to ‘A child’s war’ and a visit Blist Hill Victorian working museum too.
Bobby year 1- “People in the past had their baths outside. That is strange. They had to share the bath water.”
Isobelle Year 1 – “The gramophone is very old. We don’t have them today.”
Jaxson Year 3 – “We have been learning about gods and mortals. Zeus is the god of thunder.”
Toby Year 5 – “I love learning about Monarchs and the way that they ruled.”