“Together, we believe, achieve and enjoy”
Through our vision, we serve our community by providing an inclusive, happy, secure and caring Christian environment where all are valued and respected. We believe that God loves all his children unconditionally and values the uniqueness of the individual and recognise the diversity and range of contributions that each child can make. In our history curriculum, we ensure that children value and respect the contributions people in the past have on today’s society and the impact and legacy they have left on their lives.
Following the Church of England's Vision for Education 'Life in all its fullness' John 10:10, we provide a high-quality education within a creative, stimulating, encouraging and mutually supportive environment where children are enabled to develop the skills they require to become successful in history.
Through the ‘challenge’ curriculum driver we want our children relish challenges that being a historian can bring: asking perceptive questions, thinking critically, weighing evidence, sifting arguments, and developing perspective and judgement.
Through the ‘resilience’ curriculum driver, we promote optimism and determination in history. A selection of carefully chosen historical figures are embedded within our history curriculum to promote resilience, including local significant people. Children are encouraged to be resilient when making connections, drawing contrasts, analysing trends and framing historically-valid questions.
Through ‘opportunities’, we raise aspirations to broaden our children’s horizons – opening their eyes to the myriad careers they might pursue. Through careful planning, we have chosen key historical figures local to St Helens so children aspire to be like the great people who have impacted their town. We provide tangible role models to raise our pupils’ aspirations to inspire them to work even harder to be the best that they can be. We want our pupils to have a clear understanding of the link between achieving well and having goals for the future.
At Queen’s Park, we understand that happiness is linked to personal growth, health and development. We ensure our children are happy, healthy individuals. In history, we ensure children empathise with people from the past and have a profound appreciation for what people in the past have done and how they have impacted modern day society. With ‘wellbeing’ as a curriculum driver, we give children the confidence to thrive in a diverse, global society and be respectful citizens with British and Christian Values at the core.
Through the ‘kNowledge’ curriculum driver, we encourage our children to be resourceful learners. It is uniquely challenging and coherent to our children. The knowledge imparted in history is crafted by our curriculum leader and history subject leader to ensure that all pupils achieve secure subjective and disciplinary knowledge in history. All our teachers teach with the aim to ensure pupils have sufficient knowledge to progress through primary school and beyond.
Being a historian means that disciplinary and substantive knowledge complement each other harmoniously. History disciplines such as understanding chronology, looking at cause and effect, continuity and change etc are high profile within our history curriculum.
Through disciplinary literacy, all children read like historians: reading timelines, sources, quality non-fiction texts. Reading is the ‘beating heart’ of our history curriculum.
History Long Term Plan
History is taught three times throughout the year (with the exception of Year 6).
Our progression documents have been created by the Curriculum Leader and History Subject Leader to ensure clear progress in the three strands of history we focus on at Queen’s Park: chronological understanding, knowledge and interpretation and historic enquiry.
The progression documents show key knowledge (substantive knowledge), key vocabulary and key skills (disciplinary knowledge) and assessment outcomes from EYFS – Year 6.
The sequence of lessons across history follows the same structure:
Each lesson, within the sequence, follows the structure so prior knowledge is constantly revisited and transferred to long term memory.
We understand that we may not see the true impact of our history curriculum on our children as our history curriculum is just the beginning of a lifetime of learning.
Our well-constructed and well-taught history curriculum leads to great outcomes. Our results are a reflection of what our children have learnt. At Queen’s Park, our philosophy is that broad and balanced leads to great outcomes and meeting end points at the end of each key stage. National assessments are useful indicators of the outcomes our children achieve.
We ensure all groups of children are given the knowledge and cultural capital they need to succeed in life. We strive to ensure that our children are equipped with the skills (through a growth mindset approach) to fluently be able to retrieve key facts from their semantic memory.
The quality of our children’s work, at every stage, is of a high standard. All learning is built towards an end point and at each stage of their education, we prepare our children for the next stage.
We ensure all our children read to a stage appropriate level and fluency. Reading is the beating heart of our history curriculum. Through disciplinary literacy in history lessons, the impact of reading on the children’s historical learning is paramount.
The impact of Queen’s Park history curriculum is measured through the following:
- Assessment at the end of each unit of work
- Vocabulary and knowledge are assessed at the end of each lesson and at the end of each sequence
- Pupil voice
- Progress evident in children’s books and record of experiences
- Seeking views of parents where appropriate