'A people without the knowledge of their past history, origin and culture is like a tree without roots.'

Marcus Garvey

Intent – What are we trying to achieve?

At Crane Park we share the aims and beliefs expressed in the National Curriculum:  we believe that a high-quality history education will help our children gain a coherent knowledge and understanding of Britain’s past, as well as that of the wider world. We aim for our history teaching to inspire the curiosity of our children to know more about the past.  Our objective is to offer our children learning experiences in history that will promote their skills in formulating and asking perceptive questions, thinking critically, weighing evidence, sifting arguments, and developing perspective and judgement.   We recognise that a study of History helps pupils to develop a more holistic understanding of the complex lives and experiences of others, the process of change, the diversity of societies and relationships between different groups, whilst informing their perceptions of their own identity and the challenges of their time. We want our children to understand that what has gone before has helped to shape and influence aspects of their own lives today.

Our topics are informed by the National Curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at Crane Park has always been carefully planned and structured.  However, we acknowledge there is more to be done. We aim to ensure that current learning is linked to and builds on what has been learnt before and that the school’s approaches are informed by current pedagogy. This year we have adopted a new scheme of work, based on a learning challenge approach designed to stimulate and inspire deeper thinking. The scheme of work is literature led, building on our success with the Power of Reading, and we have chosen this so that we can help to develop in our children the vocabulary of the ‘history detective’.

Crane Park makes full use of resources within the immediate and wider local area, enabling children to develop a deep understanding of the history of their locality and London and the South East.

Implementation- How is the curriculum being delivered?
History is taught in blocks throughout the year, so that children achieve depth in their learning. We use the literature-based Focus Learning Challenges scheme of work to support the children’s understanding of themes and contexts in which they may not have had direct experience.

The key elements outlined in the National Curriculum objectives for history are observed through the units in such a way as to develop progression in the key knowledge and skills throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. This may mean that as we transition from one scheme of work to another, the timing of some elements of our history curriculum may change.   Even so, by teaching our curriculum making use of learning ‘hooks’ and questions, children are encouraged and supported

to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians. Many of the schemes of work are supplemented by in school ‘theme’ days, where children can explore in greater depth and through role play and drama how the predecessors’ lives and those of other cultures, may have differed from or influenced their own.

Cross curricular writing is now encouraged, with strong links between the history curriculum and morning literacy lessons, enabling further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. In addition, within our approach, there is a strong emphasis on people and the community of our local area.

Impact – What difference is the curriculum making?
In light of our school vision, pupils will acquire good subject knowledge of topics taught, developing and building on previous skill sets and independently organising research and data appropriate for audience and purpose. This will be assessed using the objectives and skills outlined in the National Curriculum and through discussions with the pupils.

Pupils will leave primary education with coherent and chronological understanding of the history curriculum and be able to use these transferable skills in secondary education and beyond. Pupils of all abilities, including those with SEND needs will have access to the same curriculum, with support and VAK resources to ensure they make the best possible progress. 

Outcomes in History and literacy books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge.

Children also record what they have learned comparative to their starting points at the end of every topic through KWL grids, as well as in their cross curricular writing.

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 and are curious to know more about the past. Through this study, pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular heritage visits, e.g. to the National Archive and Turner’s House provide further relevant and contextual learning, engaging member of the community in children’s learning and providing positive role models from the community for children to learn from.

If you visited a history lesson at Crane Park you would see: 

At Crane Park we aim for our pupils to develop a curious mind where enquiry skills will be explored as ‘detectives’. The awe and wonder created through a ‘hook’ lesson as well as an overarching ‘Big Question’ to focus on throughout the unit to aid in building an enquiry. The learning environment demonstrates emphasis on unit of study, vocabulary progression, enquiry questions and examples of cross-curricular work.

Pupil Voice (quotes across both KS1 and KS2)

Year 2 pupil – ‘In history lessons we often work together as a team on a challenge’.

Year 4 pupil – ‘I really enjoyed our topic on Vikings especially the day where we dressed up’.

Year 6 pupil – ‘Our learning about the Victorians was fantastic, we produced some really excellent pieces of writing.'

Cultural Capital

As a school, we ensure our children are provided with extra-curricular experiences to enhance their knowledge across the curriculum through workshops, off-site trips and themed days/weeks. These opportunities are carefully selected each year to promote diversity, showcase developments over time locally, and to celebrate the historical sites in and around London.

How do the pupils at Crane Park Primary School develop the school values through History? 

We have created a set of values that we feel are critical to becoming effective learners. We want to enable our children to be ‘lifelong learners’ by following our lifelong values:

Aspirational – develop higher order thinking skills and question the way in which the world works, promoting all aspects of themselves

Respectful – challenge themselves through the use of critical thinking and develop effective approaches to apply this thinking to make sense of the past and present.

Integrity – Set own high standards,  behave consistently in the expected manner, put own principles into action, make choices based on values rather than personal gain. 

Responsible – be organised, completing tasks at own best ability, complete necessary tasks without being asked, planning own next steps, volunteering to help others.

Co-operative - confidently follow instructions, share ideas and resources, help others, work towards a shared goal, put the groups interests above own.

Kind - show empathy towards their peers, establishing a safe and supportive learning environment, see things from other people’s point of view, consider others feelings, recognise that people have different needs, showing care towards others.