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Home Page Shakespeare Primary School “It is not in the stars to hold our destiny but in ourselves.” William Shakespeare

Intent

At Shakespeare, we aim for a high-quality history curriculum which should inspire in pupils a curiosity and fascination about the Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits and visitors.

 

Implementation

In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History is taught as part of termly topics, focusing on knowledge and skills stated in the National Curriculum (see long-term planner). At Shakespeare, we ensure that history has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to look at how buildings have changed in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to looking at an in-depth study of the locality in Upper Key Stage 2.

 

History at Shakespeare Primary School is an academic subject rich in powerful knowledge of global, national and local events which have shaped the social and cultural world around us. Powerful knowledge of History ensures students are given the opportunity to become more confident, creative, resilient and critical thinkers. Through the critical evaluation of contemporary sources and historian’s interpretations, students are given power over their knowledge. Students will have the confidence to undertake self-directed learning and pose their own questions, and to formulate their own opinions.

 

At Shakespeare we shape our history curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balance curriculum that encompasses the British Values throughout; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to study life in the past.

 

Impact

Teachers draw on the intelligence gained from formative assessment of pupils to make a summative judgement as to whether the pupil has achieved the expected level of attainment detailed in the performance descriptor, exceeded the expectations or has yet to reach the anticipated level. Evidence is drawn from a wide range of sources to inform this process including, interaction with pupils during discussions and related questioning, day to day observations, practical activities and role-play and writing.

 

The impact and measure of this is to ensure that children at Shakespeare are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.  Engaging children with compelling and challenging enquires will enable them to build chronologically secure knowledge and understanding across different time periods. Children can ‘think chronologically’ and identify similarities and differences between ways of life in different historical periods.

 

We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.

 

History Policy

History Progression of Knowledge and Skills

History Long Term Plan

EYFS Knowledge Map

Year 1 interviewed their grandparents to find out about the past

What games did they play in the past?

Year 1 have been learning about old toys. We made our own museum and toy shop.

Victorian Fleetwood Learning Walk. Year 6 have been on a historical walk to look at the original Victorian buildings. We have learnt about Sir Peter Hesketh Fleetwood, the names of buildings / features from our town's original Victorian setting and the designer Decimus Burton.

Year 6 have started their Victorian Fleetwood study. They have completed a run a round comprehension race that includes facts about the history of where Fleetwood started and its designer.

5H have been putting historical periods in order.

In History, year 2 have been learning all about the 'Great Fire of London'. They have been sequencing the order of events.

Year 3 had a brilliant time at the World Museum in Liverpool exploring treasures from Ancient Egypt and learning all about mummification.

Year 3 have learnt all about Skara Brae and enjoyed pretending to be news readers and interviewing William Watt who discovered the site.

In Year 3 we have been learning about the Stone Age and which things were important for survival and which was the most important. We also enjoyed reading the story Stone Age Boy.

A wonderful trip back in time to Roman Britain with the help of the staff at Ribchester Roman museum. The children showed their knowledge and were still curious to see and touch history in the form of some Roman artefacts. Thank you Patrick!

In Year 3 we have started our new topic stone, iron and bronze age. We had a wonderful trip to the beach where we became hunter- gatherers, we searched for useful resources to build tools, jewellery and homes.

We have had a visit from a history teacher who taught us all about Anglo-Saxons and Vikings.

Year 5 Vikings on the beach

Year 2 have been looking at local History! They have been drawing the three lighthouses x

Children in Year 5 have been ordering major events through the whole of history.

What have the Victorians ever done for us? In Year 6 we have been learning about the Industrial Revolution.

Year 4 Introduction to the Greeks, raising ideas, asking questions and finding facts

Using the www to find significant dates from the Victorian era.

Year 6 have been debating. We imagined we were Fleetwood residents from the Victorian era and we debated whether it was a good idea for a railway to be built in the town.

Just look how serious the year 6 Victorian railway debate was.

Year 6 Holocaust Memories

In Year 6 we have being learning about Fleetwood and the Victorians. We have designed shields that reflect the town as it was in the Victorian era.