At Millfields, history has always been held in high regard. We pride ourselves on our creative learning environment and classroom displays. The history curriculum at Millfields makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the history of their locality.
Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at Millfields is carefully planned and structured to ensure that current learning is linked to previous learning, the children are inspired and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at Millfields aims to ensure that all pupils: gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; 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.
History is taught in half-term blocks three times in the year, so that children achieve depth in their learning, recording their work showing creativity. The subject leader has identified the key knowledge and skills of each topic through the creation of End Points, 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 secure 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 Rome, Greece and the Egyptians, and other civilisations such as the Maya.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English lessons enabling further contextual learning. Planning is informed by and aligned with the national curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area, such as Boudicca and Colchester Castle.
First and foremost, our pupils are given opportunities to explore and investigate the history curriculum. As pupils move through the key stages, they develop, consolidate and secure the skills needed to investigate historically. Our pupils acquire the knowledge and learn the skills to apply their historical knowledge to all aspects of the National Curriculum. There is clear evidence to demonstrate what the children achieve throughout each key stage’s written work and through conversations with pupils.
Outcomes in history and English books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children are also asked 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 pupils 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. Regular school trips provide further relevant and contextual learning.