At Foxhole Learning Academy, we are passionate that our history curriculum provides the children with the subject specific skills and cross curricular skills needed in order to move into the next year group and beyond; by turning the children into historians during lessons, they take ownership of their role, giving children the opportunity to understand how our world has developed. During history we encourage all of our children to be curious and inquisitive learners, and use enquiry led lessons to engage the childrens' sense of curiosity. 
  • Understand the past and how it will affect their future, creating a cultural identity
  • Represent a diversity of cultures
  • Give children the opportunities and skills to think critically
  • Develop knowledge of how people’s lives and events have shaped this nation and how Britain has influences and been influenced by the wider world
  • Making connections and links: local, regional, national and international history; cultural, economic, military, political, religious and social history; short and long-term time-scales.
  • Develop historical enquiry skills across year groups

We adopt an enquiry focused approach to learning and teaching in history which develops our pupils as young historians.  Through enquiry, our pupils not only build subject knowledge and understanding but become increasingly adept at critical thinking, the use of specialised vocabulary and their grasp of subject concepts.   We structure learning in history through big question led enquiries about relevant historical topics, places and themes.  Our curriculum is therefore ‘knowledge rich’ rather than content heavy as we recognise that if we attempt to teach historical topics, places, themes and issues in their entirety we restrict opportunities for pupils to master and apply critical thinking skills and achieve more challenging subject outcomes.   We adopt a policy of immersive learning in history that provides sufficient time and space for our pupils not only to acquire new knowledge and subject vocabulary but also to develop subject concepts and understand the significance of what they have learned.  Our learning and teaching in history is interactive and practical allowing opportunities for pupils to work independently, in pairs and also in groups of various sizes both inside and outside of the classroom.  Wherever possible we provide our pupils with historical evidence from a period including narratives, paintings, photographs, artefacts, and data in the form of censuses and films to analyse and from which to reach conclusions and make judgements.  Similarly we provide varied and differentiated ways for pupils to record the outcomes of their work including the use of PowerPoint, concept mapping, annotated diagrams, improvised drama and the application of a wide range of writing genres.  Only in this way will knowledge become embedded and ‘sticky’ and ensure that our pupils can build on what they know and understand from one year to the next.  The schemes of work for each historical enquiry highlight both the objectives and anticipated outcomes of the investigation.  They are also carefully structured through the use of ancillary questions, to enable pupils to build their knowledge and understanding in incremental steps of increasing complexity until they reach the point where they are able to answer the question posed at the beginning of the investigation. Our learning and teaching in history also recognises the importance of the local area with a number of our investigations involving observation, recording, presentation, interpretation and the evaluation of historical information outside of the classroom e.g significant people, places and events locally.   




Each enquiry which forms our programme of learning and teaching in history sets clear objectives and outcomes for the pupil in terms of knowledge and understanding and skills acquisition.  The schemes of work also suggest a range of ways in which the teacher can assess whether a pupil has achieved these outcomes.  We ensure that, when assessing pupils, evidence is drawn from a wide range of sources to inform the process, including interaction with pupils during discussions and related questioning, day to day observations, practical activities such as model making and role play drama, the gathering, presentation and communication of fieldwork data and writing in different genres.  The outcomes of each enquiry serve to inform the teacher’s developing picture of the knowledge and understanding of each pupil and to plan future learning accordingly.