History

History Curriculum Design Statement

Intent

At Boldmere, we want our children to develop a passion and love of history. We want history to ignite their natural curiosity of their own personal history and the history of the world around them. We aim for our pupils to develop their historical vocabulary and know more about the past, making links to the present time and to consider how this could impact the future. We believe it is important for children to have a breadth of opportunities to explore history through a combination of images, experiences, artefacts and sources. We believe that History helps pupils to understand the process of change, the diversity of societies, as well as their own identity and the challenges of the present. We want our children to make links between history and other areas of the curriculum.

We want our historians to:

Ask perceptive questions and develop deeper thinking,
Think critically,
Weigh and synthesise evidence,
Analyse and examine historical perspectives
Form and justify their own ideas

Curriculum Implementation

The core of our curriculum is the National Curriculum. At Boldmere, we have personalised the curriculum to enable us to match our history provision to our context, children’s needs and creative curriculum. We have devised our own progression map which provides a solid structure, giving sequence and progression of skills, and building on prior knowledge each year and also from our federated Infant School. The progression map is designed to enable historical links in all year groups and to identify the key historical skills and knowledge to be taught each year. We have carefully considered the systematic development of knowledge and skills to support children in having a secure chronological knowledge of British, local and world history. Alongside this, knowledge organisers and vocabulary sheets for specific topics are used to share subject specific vocabulary and ideas, prior to the learning.

At Boldmere, we have some rich opportunities within our surrounding areas to make links and engage in local history, such as: Sutton Park, a Roman Road and Cadbury World. Alongside these opportunities, we engage our children by using artefacts, role play, stories, research, video clips, visitors and experiences. We use history as a great way to develop home school links with exciting homework projects. We aim to deliver lessons which provide opportunities for children to think deeper, form calculated arguments and participate in debates.

Impact

We aim for the children to continue their historical learning journey, creating links between different subject areas. We believe that history is integral to understanding and celebrating who you are and where you came from. We want our children to be passionate to learn and be curious about the world around them and how the past can influence the future. 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.

What does History look like at Boldmere Junior School?

Year 3

During Autumn term, Year 3 have explored the prehistoric times. They have looked into the Stone Age, Bronze Age and Iron Age in great depth and were able to answer their Historical Enquiry question: What changed from the Paleolothic to the Iron Age? Take a look at their fantastic work and their cross curricular links.

Year 4

During Autumn term, Year 4 have explored the life, achievements and influences of the Ancient Greeks. They worked extremely hard to compare the Ancient Greeks to nowadays, exploring language, government, Olympics and legacies. They were then able to answer their Historical Enquiry question: Can we thank the Ancient Greeks for anything today? Take a look at their fantastic work and their cross curricular links.

Year 5

During Autumn term, Year 5 have explored the Viking and Anglo-Saxon struggle for the kingdom. They looking in depth at the Vikings to be able to answer their Historical Enquiry question: The Vikings- ruthless killers or peaceful settlers? Take a look at their fantastic work and their cross curricular links.

Year 6

During Autumn term, Year 6 have studied the Industrial Revolution and looked specifically at Birmingham as a local study. They used their research to answer their Historical Enquiry question: Was it better to be richer than poor, as a child in the Victorian time? Take a look at their fantastic work and their cross curricular links (Images coming soon)