History

Part of the Faculty of English and Humanities

Faculty Leader:

  • Mr J. Brown

Subject Leader:

  • Mr J. Brown

Subject Vision:

At Milton Primary Academy, we want all of our pupils to have an understanding of the past and of how history will shape their future. We believe that high-quality history lessons encourage critical thinking, enhance the ability to evaluate evidence and generate arguments, develop chronological understanding and allow pupils to develop their sense of perspective. We want our pupils to be passionate about history. We appreciate the value of historical enquiry and we ensure that we offer opportunities for our children to be inspired and to question why things happen or have happened in the past.


Principles of Outstanding History

These are the ‘Principles of Outstanding’ humanities at Milton Primary Academy. They were devised and agreed by the children and staff in January 2020, informed by the way we feel that humanities should be taught across the Academy.

Principle 1: Children are excited and enthusiastic about humanities, as they are taught to know more and remember more.

Principle 2: Children lead their own learning, asking and answering their own questions about the world around them.

Principle 3: Humanities is practical and hands on and children enjoy learning through creativity and exploration.

Principle 4: Teachers use a range of effective assessment strategies to inform the planning and teaching of humanities.

Principle 5: Teachers introduce children to a range of age-appropriate history and geography terminology, and they use this confidently.

Principle 6: Children and adults appreciate the awe and wonder of humanities, making links to how, where and why it forms part of their everyday lives.

Principle 7: The progression of knowledge and understanding in history and geography is carefully planned for and clearly evident.

Principle 8: Teachers enable children to access a range of enrichment opportunities, both within and beyond the curriculum.


History Subject Leader

My name is Mr Brown and I am the history subject lead at Milton Primary Academy. I am passionate about history and find it fascinating to consider how events of the past have shaped our lives today. 

It is my vision that history should be taught through the use of inference to understand why, and I find it fascinating that many events that have taken place in the past now provide numerous examples of cause and effect. These events have then shaped the world as we know it today and by allowing children to infer meaning through imagery and the use of questions to incite debate, we encourage all children to show their understanding of the past.

With this in mind, we have carefully planned our history curriculum at Milton Primary and it now offers each and every learner a trip through time; it allows them to establish a starting point and understand their roots as they explore where many things began! We have taken the key content from the National Curriculum and considered how this may best be used to ensure an understanding of chronology and significance. 

To achieve seamless progression in historical knowledge, our learning generally focusses on events that have taken place within living memory in the first instance, as these are the events with which our children are likely to be more familiar. As they move through the academy, exploration goes back through time and children then learn about the Romans, Ancient Greeks and Early Civilisations, as well as so much more, and this gives me a great sense of pride as I see our children truly immerse themselves in their learning of events that took place in a different age.

To ensure that learning is meaningful, we also offer a range of CPD opportunities for all staff and have a culture of knowledge sharing across the academy. Through this collective learning, I am proud that our team is always striving to be the best that it can be. 


History Curriculum

At Milton Primary Academy we aim to provide a history curriculum that is creative, inclusive, challenging and inspired by the real-world. It inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates curiosity and supports high-quality learning, allowing each and every learner to fulfil their potential.

The history attainment target is divided into five areas:

  • Chronological understanding.
  • Knowledge and understanding of events, people and changes in the past.
  • Historical interpretation.
  • Historical enquiry.
  • Organisation and communication.

This is then broken down into key stages.

EYFS:

In the Early Years Foundation Stage, we teach history through the Understanding the World strand of the Early Years Framework.

Ongoing experiences and opportunities linking to children’s developing understanding of the world are planned from the objectives set out in the Early Years Framework, which underpin the curriculum planning for children aged 3-5 at Milton Primary Academy.

The experiences that we provide ensure that children develop a secure understanding of the world around them. By the end of the Reception year, they will be able to:

  • Identify similarities and differences in relation to places, objects, materials and living things.
  • Talk about the features of their own immediate environment and how environments might vary over time.
  • Explain why some things occur.

KS1 and KS2:

The Primary National Curriculum for History aims to ensure that all pupils:

  • 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.
  • 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.
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • 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.
  • 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.
  • 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. 

With this in mind, our programme of study for history clearly sets out which matters, the knowledge and processes that pupils are expected to know, apply and understand at each point in the year for all groups.

The national curriculum for history aims to ensure that all pupils:

  • 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.
  • 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. Be able to compare these to modern day Britain.
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • 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.
  • 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.
  • 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.

Assessment in History

Effective assessment is critical to teaching because it provides teachers with information about pupils’ understanding and needs. Teachers will plan formative assessment tasks linked to lesson objectives and will draw conclusions about what pupils have learned by looking at patterns of performance over time. At the end of each unit of learning, teachers will make a judgement, which will begin to build a picture of a pupil’s competency in the subject content.

The academy will present to parents, for discussion, an annual written report on each pupil involved in Key Stage 1 and Key Stage 2.

Assessment of the children’s work and their acquisition of knowledge will be made using:

  • Written work.
  • Low stake quizzing.
  • Evaluating patterns of performance over time.
  • Questions and answers.
  • Structuring tasks and questions to enable the identification of knowledge gaps and misconceptions.
  • Discussion between individual children and teacher observation.

Educational Visits and Enrichment

At Milton Primary Academy we place great emphasis on the importance of educational visits and visitors to enhance the teaching and learning of history. These visits and visitors, which provide valuable opportunities for learning through first-hand experience, are therefore an integral part of the curriculum and allow our children to make valuable connections between what they have learned in class and their first-hand experiences in the real-world.

Whole School Enrichment and Clubs: We strive to offer the best possible learning opportunities for our children at Milton and as we acknowledge that we cannot travel into the past, it is important that children are given opportunities to explore important artefacts from the periods that they are studying.

To enrich our curriculum, we have carefully chosen experiences that allow our children to enjoy hands-on activities linked to their whole-class projects. For example, in Year 2 children have the opportunity to explore The Titanic Museum in Liverpool; play with toys from different time periods at The Brampton Toy Museum; learn about World War Two at Tittensor Cenotaph and the Imperial War Museum, and in Year 3 they are also visited by Stone Age experts who lead their learning for the day in our academy grounds.


Pupil Voice

At Milton Primary Academy we believe that the view of every pupil is important to ensure that we provide the best education possible. Here is a selection of pupil voice collected during the 2019/20 academic year, and in some cases, what we are doing / have done to improve the history education that we provide.

Oliver in Year 1 said… “We really liked making poppies for Remembrance Day.”

Olivia in Year 2 said..

I really enjoyed playing with all of the toys at the Brampton Museum and learning about Florence Nightingale.”

Poppy in Year 3 said… “I can’t believe how much our school has changed. It looked really different in the past.”

Oliver in Year 4 said… “I really want to dress up as a Stone Age person.”

Oliver said it… we did it!! Your teachers have arranged a fantastic experience for you as part of your Stone Age topic. They have invited a Stone Age expert to come and teach you all about the Stone Age. This will give you the chance to dress up as a Stone Age person and also try your hand at cave painting!

Jacob in Year 5 said… “I really liked learning about what happened during the Roman times.”

Alex in Year 6 said… “I enjoyed dressing up as an evacuee to help me to learn more about World War Two.”


Downloads

Please see below a selection of documents that relate to the intent, implementation, and impact of history teaching and learning at Milton Primary Academy. If you require any additional information relating to this subject, then please contact the subject leader, Mr J. Brown, via the academy office (milton@learningvillage.org.uk).


Downloads