History

Subject vision 

At Goose Green, every child is given the opportunity to become a historian. Through a carefully sequenced series of engaging topics, children gain a coherent knowledge of the chronology of both Britain and the wider world.

They are encouraged to ask questions about the past and make meaningful links between time periods and places using themes such as empire, migration and trade. Children learn how to use the different disciplines of history, and will gain a deep understanding of processes of change, as well as some of the different ways the past has been constructed. Goose Green historians will learn that our understanding of the past is based on different perspectives and evidence, and they are encouraged to formulate their own opinions and questions in response to this.

How do children learn History at Goose Green?

At Goose Green, children begin to develop their historical understanding in the EYFS by learning about changes within themselves and their environment, as well as asking questions about their families and grandparents.

From Year 1 to Year 6, children participate in a carefully sequenced series of topics which have been developed to allow them to explore the wonders of the past. Every new topic begins with a study of chronology, to ensure that children are able to build upon their understanding of the past as they encounter new cultures or time periods. Children examine timelines and eventually construct their own. Throughout their history lessons, children encounter enquiry questions which have been designed to help them build upon their skills and knowledge and make meaningful connections and links.

By the time children reach Year 6, they will be able to engage in complex discussions and debate about history, as they will have gained the ability to question the past and see how it is still relevant to their lives today.

How do we know what children have learned?

• Questioning
• Pupil Learning Reviews
• Learning walks
• Quizzing and retrieval practice
• Feedback and marking
• Progress in books matches the curriculum intent