At Moat Hall we believe that pupils should develop secure knowledge and understanding of British, local and world history. 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 Moat Hall is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. At Moat Hall, we aim to ensure that all pupils:
- gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past;
- are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement;
- begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
History at Moat Hall is taught through Cornerstones Curriculum which is based on the four Cornerstones approach; Engage, Develop, Innovate and Engage.
During the Engage stage we:
- Hook learners in with a memorable experience.
- Set the scene and provide the context for learning.
- Ask questions to find out children's interests.
- Spark children's curiosity using interesting starting points.
During the Develop stage we:
- Teach facts and information for deeper understanding and knowledge.
- Demonstrate new skills and allow time for consolidation.
- Provide creative opportunities for making and doing.
- Deliver reading, writing and talking across the curriculum.
During the Innovate stage we:
- Provide imaginative scenarios that encourage creative thinking.
- Enable children to apply previously learned skills.
- Encourage enterprise and independent thinking.
- Provide opportunities for collaborative working and problem solving.
During the Express stage we:
- Provide environments for reflective talk.
- Create opportunities for shared evaluation.
- Celebrate and share children's success.
- Identify next steps for learning.
We teach History like this so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics 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. They are able 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 Mayans.
The local area is also fully utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Outcomes in topic books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. 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.