Subject Intent

All of our learners will have:

• A clear understanding of chronology and how events in the past have shaped our today; and what happens today will shape our tomorrow; to see history as a ‘living subject’.
• A good understanding that our knowledge of history has been gained by studying evidence in the world around us; to have the skills to discuss different opinions within history and to learn to disagree well with each other.
• An ability to study and compare different beliefs and ways of life; to recognise similarities and differences using different sources and to question, evaluate and draw conclusions based on clear arguments.
• A strong sense of identity and an understanding of the history of Nash Mills School and the local area. This will be created by teaching history in a wider context, but also thinking about local connections, allowing children to link their lives to the bigger picture. For example; the importance of John Dickinson and his family to the local area: set within the wider view of Victorian society, looking at industrialisation and the development of world travel and trade links.

 Areas of Knowledge

In all history content, main events/time and location will be taught and artifacts considered. Possible use of loan boxes.

• Beliefs
• Conflict
• Settlements
• Travel & Exploration
• Food & Farming
• Society

How the subject is taught

Pupils will have a weekly lesson of either history or geography, as specified by the National Curriculum. Each topic will be split into clear curriculum blocks. 

• Autumn term – a focus on a history topic which will have themes that link back to previous learning.
• Summer term - a locally-focused topic will be taught allowing pupils to revisit and embed skills across both geography and history through discrete teaching. This will include a visit to a historical site with local relevance eg

• Year 3 will visit St Albans as part of the Roman invasion topic
• Year 4 will visit Hatfield House as part of the Tudor topic
• Year 5 will visit Apsley Paper Mills as part of the Victorian topic.

What we see in classrooms

• One humanities display board which will feature the most recent topic.
• Shared humanities topic books.
• A time line in every classroom featuring the topics covered.

How learning is recorded

• Writing in topic books, with use of pictures of sources and artifacts, charts and tables where relevant.
• Photos of students during any practical learning (eg looking at artifacts, day trips)
• Assemblies where children can demonstrate their history learning to the rest of the school