History

• The subject leader for History will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in History is highly effective. Where necessary, staff will receive coaching and training in History.
• Carefully designed, interleaved learning in History ensures consistency and progress of all learners.
• The vehicles which drive learning throughout the term are  the central idea and associated lines of inquiry. Therefore, History is taught through these vehicles.
• History plays a key role in the achievement of the learning aims of the vehicle. For example, pupils looking to exhibit work may decide to open a museum in their classroom; to enact this successfully, they may decide to visit a local museum or National Trust property to gain knowledge and understanding of the period of history  that they are working on.
• Pupils will also undertake a local history study with relevant experts being used in the teaching and learning process.
• Clearly defined end goals are set in order to guide children to achieve their potential. This ensures that all learning is appropriate to our learners needs and matches the aims of our curriculum whilst still fulfilling the requirements of a PYP approach.
• High-quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early.
• High-quality input from experts and educational resources complement the delivery of specialist learning admirably.
• The topics taught are drawn from the national curriculum and are age appropriate to the learners, whilst also appropriate to the learner’s individual needs.
• Students have the opportunity to explore artefacts, role-play and investigate, compare and contrast the past and present.
• Each pathway and phase has key topics which are to be covered each term, but students are also encouraged to follow their interests and investigate further where appropriate.
• Throughout the Brook and Stream pathways, teachers use a wide range of physical objects such as historical artefacts for students to explore using their senses.
• Throughout the Brook and Stream pathways, the students are taught through sensory stories to allow them to engage with historical events and begin to develop skills through familiar means.

Children are happy learners who have experienced a wide range of historical learning opportunities – delivered through local, national and international context. Our Waterfall pathway will have had the opportunity to discuss challenges within the subject and know appropriate responses to them.

• Through History, children deepen their appreciation of their history and fulfil their academic potential.
• Visits within History have enriched the lives of the children. Students from the River and Waterfall pathways may be able to discuss how the experience impacted their knowledge and understanding.
• Children of all abilities and backgrounds access History learning and this can be reflected in the learning journeys that our students take. 
• Children within River and Waterfall pathways may talk enthusiastically about their learning in History and are eager to further their learning in the next stages of their education.
• Fundamental British Values are evident in History and children understand how it can celebrate differences.
• Through wider reading in History, children in our River or Waterfall pathways will understand how events in history have influenced the modern world.  Reading materials include Horrible Histories, BBC bitesize,  Historical Association articles and BBC News, along with a range of library books tailored to children’s reading ages.
• Students in our waterfall pathway will understand how to decide the reliability of varied sources.
• Through this exposure, students will produce work that is influenced by the best of the best.
• Students in the Brook and Stream pathways will have had the opportunity to achieve their individualised targets through the History themes present within each academic year.

The history curriculum at Leigh Academy Milestone is meticulously designed to cultivate cultural capital in our students, recognising that for individuals with special educational needs, exposure to and engagement with the past can be a powerful tool for personal growth and societal integration. Our primary aim, to ignite curiosity and wonder, directly contributes to building cultural capital by offering a wealth of “happy and rich memories through exciting, ability-enhancing experiences,” as stated in our intent. This is achieved through a flexible, needs-led approach, drawing upon the National Curriculum and the IB Primary Years Programme, ensuring that all students, regardless of their learning pathway, have access to meaningful historical encounters, such as: 

• Visits to Local Historical Sites: Engaging directly with tangible history through visits to local castles, historical houses, or heritage centres. This provides first hand experience of the past and connects learning to their immediate environment, fostering a sense of place and belonging.
• Museum and Gallery Excursions: Exploring artifacts, artwork, and exhibitions at museums to gain insights into different historical periods, cultures, and ways of life. This exposure to curated collections broadens students’ understanding of human creativity and societal development.
• Sensory Exploration of Historical Artifacts: Providing opportunities to touch, feel, and interact with replica or safe historical objects (e.g., handling wool to understand textiles, feeling the weight of a coin). This multi-sensory engagement makes the past more tangible and memorable.
• Thematic Days and Re-enactments: Participating in immersive historical events within the school setting, such as dressing up in period costumes, engaging in traditional crafts, or witnessing historical re-enactments. This brings history to life and fosters deeper engagement.
• Exploring Historical Music and Art: Listening to music from different eras and examining historical artwork to understand the cultural expressions and aesthetic values of the past. This develops an appreciation for different forms of artistic expression.
• Sharing and Celebrating Diverse Cultural Heritage: Encouraging students to share aspects of their own family history and cultural backgrounds, fostering a sense of pride and broadening the understanding of diverse heritages within the school community.
• Use of Historical Literature and Visual Materials: Engaging with age-appropriate historical fiction, biographies, and visual resources like photographs and illustrations to develop narrative skills and understanding of different historical contexts.
• Learning about Significant Historical Figures: Studying the lives and contributions of influential individuals from various backgrounds and time periods to understand their impact on society and inspire aspiration.
• Exploring Primary and Secondary Sources (in an adapted way): Introducing simplified examples of primary sources (e.g., a simple letter, a photograph) and discussing how historians learn about the past, fostering early critical thinking skills.
• Cross-Curricular Links with Arts and Literature: Integrating historical themes with art projects, drama activities, and the study of literature from different periods to provide a richer and more holistic understanding.

The history curriculum at Leigh Academy Milestone cultivates transferable skills relevant to diverse careers, broadening horizons and potentially informing future career choices, thus enhancing preparedness for life beyond school. Some of the ways in which we explore careers through history are:

• Role-Playing: Engaging in role-playing activities where students take on historical roles (e.g., a scribe, an artisan, a market trader) to understand different occupations and the skills required for them in the past. This can spark interest in related modern careers.
• Exploring Historical Innovations and Inventions: Learning about significant historical inventions and the individuals behind them can introduce concepts of engineering, design, and problem-solving relevant to STEM careers.
• Investigating Historical Communication Methods: Examining how information was shared in the past (e.g., through letters, printing presses) can link to modern careers in communication, media, and information technology.
• Studying Historical Leaders and Governance: Learning about leadership styles and systems of governance can connect to careers in public service, administration, and even team management.
• Examining the History of Trades and Crafts: Exploring traditional crafts and industries (e.g., weaving, pottery, farming) can provide insights into skilled trades and the importance of practical abilities. This can link to vocational pathways.
• Exploring the History of Storytelling and Oral Traditions: Understanding how stories were passed down through generations can connect to careers in writing, journalism, performing arts, and education.
• Connecting Local History to Local Jobs: Investigating the historical industries or significant figures in their local area can highlight how the past has shaped current employment opportunities.
• Different Professions Throughout History: Explicitly showing images and discussing the roles of various jobs throughout different time periods to broaden awareness of career possibilities.