History
History Curriculum Statement
‘We study History so that we can know the past, engage in the present and impact the future.’
Intent
Our intent is to provide children with passion and enthusiasm for History. We encourage our children to be curious and to develop their critical thinking, perspective and judgement so that they can understand the impact that history has had on modern life. In History they follow an enquiry approach for each topic, which begins with a key question. Through the use of oracy skills, the children will challenge their own and other’s views. They will use historical enquiry to explore a range of time periods, including local history, which is rooted in context so that they are increasingly developing a deep understanding of the past and how it shapes our present and future. Our diverse local and school community is reflected in our History curriculum, so that children can see how their own lives have been shaped and influenced by events and people in the past and that the achievements of people of all backgrounds are recognised and celebrated.
Implementation
We have designed a History Curriculum which enables children to acquire new knowledge and skills, so that they will know more, remember more and understand more. History is taught alternately with Geography, for 3 half-terms a year. We use the Kapow scheme for History, but it has been carefully adapted to suit our school context and our children’s learning needs. Children follow a deliberately sequenced curriculum which makes links with previous learning so that they develop an understanding of chronology over time. This allows children to develop a deeper insight into historical knowledge and concepts. Rigorous planning ensures that children’s knowledge builds as they move through the school and that there are regular opportunities for retrieval and consolidation of knowledge, concepts and skills.
How we develop History knowledge and skills –
- Historical knowledge – investigating key figures or events from historical periods; examining how aspects of life have developed over time.
- Chronological awareness – understanding how historical periods interconnect, overlap and impact each other.
- Substantive (abstract) concepts – recurring themes, key concepts and fundamental elements of historical knowledge, such as ’empire’, ‘monarchy’ or ‘invasion and settlement’.
- Disciplinary concepts – learning how historians investigate the past and how they construct historical claims.
- Historical enquiry – experiencing the process that historians use; navigating historical concepts by questioning, investigating, interpreting, evaluating, concluding and communicating.
High quality teaching ensures that all children can access learning in History. Where appropriate, teachers have adapted resources to provide additional scaffolding to meet children’s learning needs. This includes the use of history word-banks and knowledge organisers, sentence stems and additional adult support. Extension tasks are used in History to challenge children to take their learning to a higher and deeper level.
History displays and timelines include key vocabulary and information which is related to the topic, so that children and teachers can refer to these and make links to prior learning in order to secure their knowledge.
Children are given opportunities to handle and investigate History artefacts, topic boxes and photographs as much as possible so that they can develop their understanding and experience of examining primary and secondary sources of evidence. Resources are representative and inclusive across all topics.
History Trips, Workshops, Visitors and Step Back in Time Afternoons provide hands-on learning experiences which help to bring History to life and consolidate learning for children. History projects are set so that children can extend their own learning by carrying out independent research at home, as well as suggestions for additional reading to enhance their subject knowledge for each History topic.
In the EYFS History is taught under the Understanding the World Area of Learning and Development, rather than as a discrete subject. History in the EYFS focuses on developing children’s understanding of past and present and learning through their own experiences in order to give this meaning and context. Storytelling, drama and role-play and hands-on learning experiences are widely used to deepen children’s knowledge and understanding of historical concepts.
Impact
At the heart of our History curriculum is a culture of high expectations, where pupils’ love of History can flourish. Ongoing formative assessments, skilled use of questioning and retrieval practice enable teachers to address misconceptions and gaps in knowledge. Termly assessments show that children make progress consistently across the school in developing their understanding of knowledge and concepts in History.
Progress and attainment in History is also monitored through learning walks, book looks and pupil voice.
As historians, our children learn to –
*build a developing knowledge and understanding of people and events from a range of historical periods
*build a strong understanding of key historical concepts – Change and continuity • Cause and consequence • Similarities and differences • Historical significance • Historical interpretations • Sources of evidence
*use historical vocabulary accurately in order to share knowledge and to express their thinking and perspectives
*think critically, reflect upon, debate, discuss and evaluate the past, formulating questions and opinions based on reliable historical evidence
*develop the ability to challenge our own and others’ views, using accurate historical evidence and sources
*learn lessons from history to influence decisions they make in their lives in the future as active and responsible citizens.