History – subject information
We aim to offer children an engaging and enriching history curriculum which meets the needs of all children. We hope to inspire children to ask questions and follow their curiosity to learn about the past. To encourage children and give them opportunities to learn and remember more in order to inspire them both whilst they are at Thorpepark and after they leave us.
Intent
In order to provide our children with a sense of community, we aim to teach them how the past has shaped our lives today. At Thorpepark, children learn about their local history and changes within their community through learning and experiences. Alongside embedding a pride in Hull, our curriculum aims to challenge thinking about how national, international and cultural history has an impact on their lives and beliefs. Children are provided with the opportunity to learn about significant figures, including those from Hull, and how they have affected and changed the course of history. This aims to inspire them to have limitless barriers in their own aspirations and achievements.
Below is the Thorpepark History curriculum which is a progressive knowledge-based approach throughout the school. Alongside this, we encourage our children to read widely and apply their reading to all subjects across the whole curriculum.
Implementation
To provide our children with an enriching and engaging curriculum we teach history through:
- A carefully designed whole school curriculum which builds on and adds to the children’s understanding of the past, including both similarities and differences
- Sequential progression within each year group including the exposure to more ambitious enquiry-based learning
- Sticky knowledge surrounds the key themes that run through all topics allowing learning to be built upon:
- Chronology
- Religion and beliefs
- Culture
- Economics
- Military and Political
- Social
- Subject specific vocabulary is embedded within the teaching of history.
- Trips, visitors and use of Hull’s Heritage Learning resources support and extend learning.
- Assessment within each lesson ensure good progress can be made throughout each topic.
In KS1 each year group explores a different historical event, these include:
- A local historical figure who had an impact on Hull
- A local historical event which sparked changes in Hull
- A significant figure and event from British history outlined in the National Curriculum
- Changes within living memory
In KS2 each year group explores a different historical event, these include:
- A local historical figure who had an impact on Hull
- A local historical event which sparked changes in Hull
- A significant period of British history outlined in the National Curriculum
- An ancient civilization study outlined in the National Curriculum
Further information:
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
“Pupil mentors support younger pupils and those new to the school.”
“The school’s offer for pupils’ personal development is exceptional.”
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“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils understand how to keep their minds and bodies healthy.”
“Parents work in partnership with leaders and staff.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
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“There is a truly inclusive ethos.”
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“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils learn the importance of contributing to their community.”
“Pupils love the ‘Thorpepark 50’.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils thrive at Thorpepark Academy.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Leaders know the pupils, their families and the community very well.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils learn about people and places from their local area in all subjects.”
“Children in the early years get off to a good start.”
“Leaders prioritise pupils’ well-being.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils are motivated to learn.”
“Pupils are well prepared for secondary education.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
