History – Curriculum information
At Parkstone Primary School, our History curriculum inspires children to become curious and thoughtful historians who develop an understanding of the past and its impact on the world today. Through engaging topics and enquiries, pupils explore significant people, events and civilisations from local, British and world history, building their knowledge and understanding progressively as they move through school.
Our curriculum is carefully sequenced around key historical concepts including significance, continuity and change, advancement and social class. Children investigate a wide range of topics, from toys and schools in the past, the Great Fire of London and Grace Darling, to the Stone Age, Ancient Egypt, the Vikings, World War II and Hull’s fishing heritage. Through the study of historical sources and artefacts, pupils learn to ask questions, analyse evidence, make comparisons and develop their own interpretations of the past.
We aim to foster a lifelong interest in history by helping children understand how societies have changed over time, appreciate diverse cultures and recognise the impact that individuals and events have had on shaping the modern world.
‘The reading curriculum is well organised.’
‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’
‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’
‘Leaders
have provided teachers with the phonics training they need.’
‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’
‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’
‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’
‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’
‘In Reception, phonics is taught every day.’
‘The governing body challenges leaders on the actions they are taking to improve the school.’
‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’
‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’
‘Teachers say that leaders listen to their views and help them to manage their workload.’
‘Staff are happy, and morale
is high.’
‘Pupils thrive at this inclusive school.’
‘Pupils enjoy the books their teacher reads to them.’
‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’
‘Pupils who are falling behind in their phonics get extra help to catch up.’
‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’
‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’
‘All
adults have high expectations of pupils’ behaviour.’
‘Pupils are very positive about their
mathematics work.’
‘Children in early years learn phonics as soon as they start school.’
‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’
‘All pupils know the school rules.’
‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’