• At Millbrook, where possible, we teach history through a topic approach. Cross curricular links ensure that the learning is imbedded.
  • We use a progression of skills document which enables teachers to plan to meet the range of abilities throughout their year groups and ensures that the curriculum is skills focused. These levelled skills ensure that all abilities are catered for – extended and supported as appropriate.
  • In line with the national curriculum of 2014, the curriculum at Millbrook aims to ensure that all pupils receive a high quality, knowledge rich curriculum which inspires a curiosity and fascination about Britain’s past and that of the wider world.
  • Careful consideration to topics has been given to ensure progression throughout the school. These topics are focused on knowledge and skills stated in the National Curriculum. Local links are utilised throughout the school also. Black history month is marked in each class and the whole curriculum is planned so diversity is an integral part.
  • By the time they leave Y6, they should begin 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. An emphasis is placed on the use a range of appropriate historical vocabulary. By the end of their school career, children will have a chronological understanding of British history from the Stone age to the present day.
  • Important historical events are marked at Millbrook also such as the Platinum jubilee.
  • A History focused topic is taught 3 times a year.
  • History is taught in carefully planned blocks throughout the year to enable in-depth, quality learning to take place.
  • If more appropriate, an area may be taught discretely.
  • At the beginning of each topic, teachers give children the opportunity to convey what they know already as well as what they would like to find out. A recapping of prior learning can then take place. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth children will be taught as well as how learners will be supported in line with the school’s commitment to inclusion.
  • Levelled skills inform planning which also ensures that all abilities are catered for – extended and supported as appropriate.
  • WOW starters and fantastic finishers are used to engage and enhance the curriculum in history.
  • Children review their successes in achieving the lesson objectives at the end of every session.
  • Appropriate historical trips and visitors to school take place to enhance learning.
  • Teachers use a range of artefacts to enhance the teaching of each topic.
  • Teachers use different sources of evidence, including videos, from FS to year 6. An importance is placed upon the skills of being able to critically evaluate sources of evidence. Students can then apply this to a range of other curriculum areas too.
  • Opportunities are given for children to give reasons for events, backed up by evidence and to justify their choices.

 

  • Levelled skills inform planning which ensure that all abilities are catered for – extended and supported as appropriate.
  • Evidence of our history work is shown in books. This may be in the form of writing, diagrams, pictures, annotations, maps, photographs, research findings or notes. Sometimes, video recording may be used.
  • Evidence of sequencing, sorting and classifying will be recorded.
  • Marking and feedback by teachers, and sometimes peers, is used to move children’s’ learning on and highlight positive aspects too.
  • Performances, particularly class assemblies, are often history focused and enable the class’s learning to be shared with the school as well as a wider audience.
  • History displays are evident in and around school – particularly in classrooms when the topic is history focused.
  • Children have positive attitudes towards learning history at Millbrook.
  • An emphasis is placed upon the importance of asking questions. Children are encouraged not only to answer, but to ask relevant questions about historical events, artefacts, individuals and time periods.
  • They are encouraged to use their reasoning skills and to be reflective about the past.  In history, linking the past to the present day as well as comparing, is important too.