At The Russell Primary School, we recognise the importance of History as an avenue for understanding our past, contextualising our present, and forging our future.
Our history policy is firmly grounded in the national curriculum, however, in collaboration with local historians, we have curated a curriculum that is unique to our school and community, reflecting the diversity of British history and including contributions from a range of cultural backgrounds.
The importance of local historical links helps our children to foster a deeper understanding of our heritage and identity. By integrating local ideas and events into our curriculum, we encourage children to think critically about the past and how it informs the world they inhabit today. For example, at the beginning of Key Stage One, our children learn about the significant history of our school and at the end of Key Stage Two, ‘crime and punishment’ is brought to life with a visit to Petersham’s lock up, which has been standing since 1787.
Our curriculum design allows children to draw meaningful connections between the historical events studied and their own surroundings. This approach not only enriches their learning but also instils a sense of pride in their local history.
To ensure that our historical curriculum is both relevant and progressive, we have worked with eminent local historians. Their expertise is invaluable in determining the knowledge and skills that we prioritise throughout our teaching. This collaboration ensures that our curriculum is thoughtfully sequenced, providing students with the tools necessary to build a robust understanding of historical events, figures, and contexts.
By maintaining a sequential chronological narrative, we help our children to grasp the complexities of time and place. Our comprehensive curriculum maps explicitly outline the knowledge and skills we aim to develop at each stage, facilitating a sequential progression for students throughout their time at The Russell School.
To monitor and support our pupils' understanding of historical content, we implement a variety of assessment techniques. Weekly retrieval practice and end-of-topic quizzes are pivotal in gauging understanding. These assessments provide teachers with insights into areas of strength and those that may require further attention, allowing for the necessary adjustments to be made in real-time to enhance learning outcomes. Lessons are planned to meet the needs of all learners, including those with special educational needs and disabilities, ensuring that every child has the opportunity to engage with and understand history.
We believe that the local environment offers a treasure trove of opportunities for historical exploration. By incorporating a range of historical trips and engaging experiences, we bring learning to life. Such experiential learning not only captivates the imaginations of our students but also solidifies their understanding through real-world applications of historical knowledge. In addition to local excursions, we have established partnerships with eminent historians, who generously share their expertise through workshops at our school. These sessions provide children with unparalleled opportunities to engage with historians who are at the forefront of their field. Such experiences not only enhance our history curriculum but also inspire students to delve deeper into the subject, cultivating a lifelong passion for history.
Ultimately, our overarching goal at The Russell Primary School is to equip our children with a foundational understanding of history, preparing them to explore the subject in greater depth as they transition to secondary school. Through our enriched, localised, and thoughtfully sequenced history curriculum, we strive to foster inquisitive minds, ready to engage with the complexities and narratives of our past.
Progression of Knowledge and Skills in History
EYFS Knowledge and Skills in Understanding the World