Our vision at Mickleton Primary School, is to develop enthusiastic, confident and resilient learners, who have the knowledge and skills they need to fulfil their aspirations as responsible citizens.

Mickleton Primary School

To become the person I need to be


Mickleton Primary School 


Curriculum Implementation Statement for Humanities

To ignite children’s curiosity about the past and develop children’s experience and understanding of Geography and History through a topic-based approach and hands on experience wherever possible.

The school follows the national curriculum for history and therefore the follows the aims laid down in that document. These are as follows:-

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed History – key stages 1 and 2
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

A recent review of the curriculum has seen some changes being made to ensure a wider coverage of the curriculum. There is now more of a focus learning is enquiry led, meaning ease of planning for teachers and increased understanding and relevance for children.

Between History and Geography there are many links. Also, literacy and history link closely together, with many classes undertaking Big Writing based around a historical topic. Also, elements of maths and art are visible, as well as a significant PSHE link.

Work is differentiated by ability or support, often lessons are more practical so differentiation comes in the form of certain children leading discussion.

Humanities is taught for at least once a week for a minimum of an hour. Coverage plans are shared with parents before the half term the theme will be taught to support them in supporting the children.

Book trawls are completed twice throughout the year, a learning walk has also been recently carried out. Furthermore, teachers upload data to classroom monitor which is monitored by the curriculum lead.

There are many events that are organised to enrich the learning both inside and outside of the classroom.


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