Curriculum – History

In this section of the website, you will find information about our approach to teaching History at Esh Winning Primary School.  

• The Intent provides information on the relevance of history and why we teach it in this particular way at Esh Winning Primary School.
• The Implementation of History outlines how teachers at Esh Winning Primary School teach history across school from Nursery to Year 6.
• The Impact 
• The Progression of History outlines the progression across the school community, showing which elements of the curriculum are covered in each phase.
• The History Whole School Initiatives section provides further information of the wider opportunities there are to engage with and deepen learning in history.
  Intent of History at Esh Winning Primary

  Our high-quality history curriculum is a coherent and sequential framework which is ‘rooted in the local with eyes on the global’. It will equip children with a diverse and complex knowledge of local and national history and the history of the wider world.

  We will encourage and foster:

  • A strong focus on chronology and historical knowledge.
  • Critical thinking, at ease with difference, with the ability to ask perceptive questions, explain and analyse evidence using second order concepts.
  • Growing knowledge of primary source use and interpretations and representations of the past.
  • A pride in and understanding of our community’s history and heritage.
  • An understanding of the complexity of people’s lives, the process of change and the diversity of societies through history.

  Implementation of History

  History in the Early Years 

  Within our Early Years Curriculum there is a very strong focus on the language-rich environment and understanding our children’s own experiences. This includes beginning to use language associated with the passage of time; a sense of uniqueness and belonging to a community, developing a sense of historical enquiry and developing their understanding of historical narrative, sequence and chronology.

  Key Stage 1 and 2

  Each unit of learning leads with an enquiry question (as recommended by the Historical Association) and each unit sits on the knowledge previously taught. History is taught in weekly lessons for a six-week unit. Retrieval of knowledge is encouraged and planned into each lesson. Children will write in a variety of ways to show historical knowledge and understanding, including reports, diary entries, accounts and reviews.

  Staff will receive termly support from the coordinator, through review of children’s books and planning, feedback from regional network meetings, staff training with clear focus on Humanities and other additional information. The coordinator positively encourages professional dialogue between colleagues and across phases.

  There are a number of visits planned through the school year to inspire fascination and curiosity in history. This includes famous places (Durham Cathedral) and local sites of interest (The Old Miners Memorial). These visits can be used to start of end of unit of learning, hooking the children in for further study and knowledge. Some units could involve visitors coming into school to bring history to life for every child.

  We also have links to the local secondary school and staff have had CPD opportunities from specialist history teachers.

  There is a whole school timeline in a central position for all to look at and use. It allows children to see the complexity of time and chronological understanding. We also included local and regional dates, people and events to shine a light on the cultural capital, the best of what has been done or said, on our doorstep.

  Impact of History

  The Early Years team complete ongoing assessments which culminate in an end of year assessment. Staff collect evidence of children's learning on the child's "Seesaw" account. Parents can comment and add to this record.

  The evaluation of what knowledge, skills and understanding the pupils have gained against the unit expectations is completed termly by Key Stage One and Two. Each teacher shares their assessment with the history lead. Discussions around the next steps for the class and individuals is completed at this time.

  The curriculum lead assures and ensures the quality of the education across the school. They conduct pupil voice sessions each half term to collate feedback from the learners, allowing children to share their learning experience.

  There is regular book and planning scrutiny. The professional dialogue is conducted with staff in a timely manner so that pupils receive the best possible history education in each and every school year.

  The curriculum lead shares and reviews the action plan with the lead governor termly. Future actions are also shared at this time.

  Progression of History

  Year	Autumn	Spring	Summer
  EYFS	Across EYFS in all terms, there is evidence of the foundations of history. This includes: Exploring curiosity objects and discussing what they could be used for. "Talking time" about events that have happened in recent history (such as what happened at the weekend or a Royal Wedding) Looking at and sharing family photographs Using stories that demonstrate time passing or difference in time (Peepo or The Tiger Who Came to Tea) Nursery Rhymes
  1	I’m Making History NC ref: Changes within living memory Focus: Chronology/sequence, knowledge of very recent past, use of common words, asking and answering simple questions	History Detectives - spot the differences NC ref: changes with living memory, places in locality Focus: Use of primary sources, comparing to find similarity and difference, chronology, beginning to explain change and continuity	Who has helped make History? NC ref: Significant individuals in the past, local significant individuals Focus: use of historical interpretations, chronology over a longer period, thinking about historical significance
  2	What are some places special? NC ref: significant local places Focus: Thinking about historical significance, using primary sources	Fantastic Firsts NC ref: events beyond living memory that are significant globally or nationally Focus: Chronology over longer timeframe, comparing events, writing about significance	All Change? Holidays now and then NC ref: Changes within living memory and beyond. Significant local places Focus: Identifying and writing about change and its causes. Forming an interpretation, use of primary sources.
  3	Who were Britain’s first builders? NC ref: Changes in Britain Stone Age to Iron Age Focus: building and technology in earliest settlements, key features of an era, chronology, change over time, using artefacts as primary sources, awareness of representations	Why did the Ancient Egyptians build pyramids? NC ref: Achievements of earliest civilisations Focus: key features of earliest civilisations, chronology (sequence, duration, contemporaneous development) causation, use of primary sources	How have the Greeks changed my world? NC ref: Ancient Greece; Achievements and Influence Focus: Chronology (sequence and duration), key features and individuals of ancient civilisation, consequences, significance
  4	Why did the Romans march through County Durham? NC ref: A local history study Focus: Key features of Roman army and British campaign, chronology, causation and consequence, using information texts and representations of the past	What was daily life like for Romans? NC ref: The Roman Empire and its impact on Britain Focus: Key features of a global empire, chronology (duration), similarity and difference of experiences (rich/poor, men/women/child, slave/free), use of primary sources- supported inference and lines of enquiry	What happened when the Romans left Britain? NC ref: Britain’s settlement by Anglo Saxons and Scots Focus: Key features of Anglo Saxon Britain, Chronology (sequence and duration), consequences and significance, use of information texts and historian’s interpretations.
  5	Were the Vikings really vicious? NC ref: The Viking and Anglo-Saxon struggle for England to 1066 Focus: Chronology and key features, making a supported judgment, use of primary sources to test an interpretation	Who was making history in faraway places in the Year 1000? NC ref: Non-European society that provides contrast to British History Focus: Chronology (terminology of periods, contemporaneous developments, key features of a contrasting society and its development, similarity and difference to Britain in 1000, use of primary sources, identification of key points in historical interpretations	Esh Winning – what happened here? NC ref: Local History Study Focus: Using Esh Winning to further enquiry skills, develop chronological range, use of primary sources (maps, census, buildings, photographs)
  6	What’s in a name? NC ref: Local History Unit Focus: Chronological security, key features of an era, use of primary sources, similarities and difference of experience	Has life got better for children in Britain? NC ref: Aspect or theme since 1066 Focus: Chronological security – sequence and duration, key periods and their features, causations and consequences, use of primary sources to evaluate utility, producing own representations of the past.	Can we choose the UK’s most important monarch? NC ref: Aspect or Theme since 1066 Focus: Chronology (duration and sequence), key terms and dates in British History, changing aspects of British monarchy, change and continuity, similarity and difference.

  Whole School Initiatives in History

  Whole school timeline

   

  Visits to our local community and further afield