Intent
At St Sidwell’s C of E Primary and Nursery, the principle aim of history is that through the teaching of history skills, knowledge and understanding, pupils learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in the local area, in Britain and in other parts of the world. They look at history from various perspectives including, political, economic, technological, scientific, social, religious, and cultural. Children think critically about fact and opinion and use different sources of information to help them investigate the past both in depth and in an overview, using dates and historical vocabulary to describe events, people and developments. Where possible, use is made of the local environment and community, and children learn that the past can be represented and interpreted in different ways.
In line with the 2013 National Curriculum: History Programme of Study, we aim to ensure that all children:
• Become increasingly critical and analytical thinkers
• Secure their understanding of the chronology of the British Isles and other important periods of history
• Discover links and connections to the History they learn and the wider community and locality
• Further their knowledge and explanations of change and continuity over time with regards to the history of the British Isles and other societies and epochs
• Differentiate between source types and explain how interpretations in history may differ
• Draw on similarities and differences within given time frames and across previously taught History
• Enquire in to historical themed questions and form their own opinions and interpretation of the past
Gain and deploy a historically grounded understanding of key vocabulary such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
Implementation
The teaching, learning and sequencing of the history curriculum is as follows:
The ‘Connected Curriculum’ is implemented to ensure coverage and progression in all knowledge relating to history. Moreover, there is an opportunity within each session to revisit historical skills that need further consolidation and to use new knowledge to enforce prior skills.
Key Concepts:
1.Chronological understanding and knowledge of time including, the characteristic features of periods, the use of language of time periods and the passing of time and the use of timelines.
2. Historical enquiry, the use of evidence and communicating history
3. Interpreting history which includes explaining what they think and understanding that historians and people in history have a different point of view
4. Continuity and change (contrast) during and between periods
5. Cause and consequence (why something happened and what impact did it then have)
6. Similarities and differences within a period: social diversity including beliefs and attitudes
7. Significant events and people
History is taught discretely, but with links to other curriculum areas. Each unit is allocated six hours over half a term. There are three units each year. Every lesson begins with a formative assessment of the children’s prior knowledge and understanding using a range of retrieval strategies and the schema as a visual prompt. Following this, children are introduced to new ideas and learning, building up step-by-step over the unit.
Tier 2 and 3 vocabulary is taught within the unit and reinforced throughout the year. Our Golden Threads are woven through the history curriculum, linking history to the children’s lives, and encouraging them to explore their understanding of the world and cultural capital of their locality and the country.
Every unit has a formal endpoint, which teachers use to assess progress. This is then fed back to the subject lead, in the form of an end of unit assessment sheet, where next steps are also identified.
The curriculum is led and overseen by the history lead. As history lead, a regular programme of monitoring, evaluation and review and the celebration of good practice will contribute to the ongoing commitment to evolve and improve further.
Impact:
Children will become increasingly critical and analytical within their historical thinking, making informed and balanced judgements based on their own and others’ knowledge of the past.
• Children will become increasingly aware of how historical events have shaped the world that they currently live in.
• They will develop have a better understanding of local, national and world history.
• Children will develop enquiry skills to pursue their own interests within a topic.
• Where applicable, children will have encountered or participated in high-quality visits/visitors to further appreciate the impact of history.
• Children are able to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.
• Children will confidently use the language of history.