National Curriculum Intent
‘The national curriculum for History intends to ensure that all pupils:
At Old Clee, we aim for a high quality expansive history curriculum which should inspire in pupils a curiosity and captivation about Britain’s past and that of the wider world.
Our teaching throughout the year groups is progressive and equips pupils to: investigate and interpret a range of sources from the past (H1), build an overview of a range of societies around the world (H2), understand chronology (H3) and to communicate historically using historical vocabulary in a variety of ways (H4). We believe that being able to communicate historically is key in enabling children to deepen understanding of being a Historian.
Pupils will recognise and understand about significant aspects of the history of the ancient civilisations and empires in addition to changes in living memory and beyond living memory. Pupils will learn about the lives of significant individuals of the past and in doing so, understand the methods of historical enquiry and be able to ask and answer variety of skills and knowledge based questions.
At Old Clee, we want our pupils to relish and love learning about History. Pupils will gain knowledge and skills, not just through experiences within the classroom, but also with the use of fieldwork and educational visits, enabling them to deepen their understanding of who and what has shaped our world today. History fires the children’s curiosity about the past in Britain and the wider world and plays an essential part in understanding how people and events in the past have shaped the way that we live now. This has been further enhanced by our recent journey towards becoming a thinking school. Metacognition underpins everything that we do at Old Clee. We aim to develop creative thinkers, resilient problem solvers and reflective questioners who are equipped with the skills and knowledge to make a positive impact in the world around them.
Our History Concepts are continually revisited throughout Years 1 to Year 6. These are the consistent 'umbrella' concepts that all objectives sit under. These skills are also progressive and are consolidated over a two year period.
To investigate and interpret the past - This concept involves understanding that our understanding of the past comes from an interpretation of the available evidence.
To build an overview of world history - This concept involves an appreciation of the characteristic features of the past and an understanding that life is different for different sections of society.
To understand chronology - The concept involves an understanding of how to chart the passing of time and how some aspects of history studied were happening at similar times in different places.
To communicate historically - This concept involves using historical vocabulary and techniques to convey information about the past.
Each History concept has its own facet of rich knowledge categories which help to strengthen the history schema. These are taught and revisited from Year 1 to 6, with children exposed to these at least once every two years.
Criteria for progression sits within the History end point set out for each year group. These are the end points pupils should reach to show they are meeting the expectations of the curriculum. The route to achieving the goals includes creating a strong schema, based on rich knowledge, subject specific vocabulary and POP tasks (Proof of Progress).
Our curriculum is an ambitious curriculum that is chronologically progressive throughout the whole school. History is taught as part of our spiralised and interleaved learning scheme, focusing on the substantive and disciplinary knowledge and skills stated in the National Curriculum. Within this, pupils regularly address questions focusing on the second order concepts.
Our long term plans provide a clear list of the breadth of topics that will be covered - they are the curriculum drivers. Curriculum drivers are underpinned by the National Curriculum and focus on Early History, British History and Local History. KS1 are made up of three drivers, including significant people, significant events, changes within living memory and local links to Grimsby. KS2 have three drivers per year group, including some local links within the Key Stage. These incorporate all of the knowledge rich language and learning the children cover throughout the year. All drivers over the year are interleaved and equally spaces out to aid retrieval and to stimulate children's thoughts, allowing for reflection.
Whilst not all knowledge categories are taught within each driver, pupils are exposed to these every two years. Children will therefore be exposed to these categories 3 times from Year 1 to Year 6. It is through the revisiting of each category that history connections are deepened and thus strengthening learning in the long term memory.
Within Foundation Stage, activities and experiences for pupils are based on the seven areas of learning and development. Provision for History is mainly focused upon the ‘understanding of the world’ area focusing on the ‘the past and the present’. Within our Foundation Stage, the pupils learn through experiences that introduce the concept of time and change. For example, pupils may be asked to bring in photographs of themselves as babies and to discuss how they have changed over time. At Old Clee, we ensure that within the teaching of History, it is important to empower all children to gain a ‘real-life’ hands on experience, encompassing many local points of interest.
History will be delivered in fortnightly lessons with a Proof of Progress (POP) task at the end of every term (way points). This will give teachers a clear understanding of knowledge retention. Areas of study will be interleaved to develop schema knowledge and aid retrieval, so that information can extend to children’s long term memory. A schema is created when pupils organise knowledge into meaningful units. Knowledge webs introduce the drivers by using relevant knowledge categories.
The example below shows how The Vikings driver has been presented using the relevant knowledge categories of location, travel and exploration, main events and beliefs.
The impact and measure of this is to ensure that children at Old Clee are equipped with an ambitious knowledge rich curriculum linked to Early History, British History and Local History. As well as this they will gain the appropriate historical enquiry skills which will enable them to become reflective learners ready for the curriculum at Key Stage 2/3. Further to this, it will enhance the children’s cultural capital which will support them throughout their life.
Children will reflect on their learning regularly through our spiralised approach and be given frequent opportunities to recall knowledge previously learnt with confidence through retrieval within the lesson. We also regularly assess the children’s ability to use the History skills within each lesson ensuring these are covered across the year. As well as this, termly ‘proof of progress’ POP quizzes will provide children with another opportunity to retrieve vocabulary and knowledge learnt throughout the term. Children are also given a specific slot in the timetable called ‘Time for Action’ whereby misconceptions and/or challenge can be addressed after a lesson has been taught.
Each driver has been mapped and paced out by the teacher using the ambitious knowledge, vocabulary and skills. This enables each teacher to see the progression of the drivers throughout the year as well as prior and future learning for the children.
Whilst doing this, we aim to inspire an enthusiasm and excitement year upon year across the school when studying new periods in history, historical events or significant people. We aim for our pupils to be passionate about History preparing them as well-informed, lifelong learners in the wider world. We want our children to thoroughly adore learning about History, discover the importance of events from the past and bringing them to our children’s present. This will shape their futures.
What does being a Historian mean at Old Clee?
Year 2 Pupil: ‘To look back at the past, look at different newspapers and pictures and learn new things!’
Year 5 Pupil: ‘Understanding what happened in the past and to have knowledge of different people. To look at texts, journals, information and portraits to help us learn what happened.’
What do you think of History lessons at Old Clee?
Year 3 Pupil: ‘I really like learning about the past and enjoyed the visitors who came in to teach us more about the Romans.’
Year 6 Pupil: ‘I enjoy the lessons because we get to learn about the past and compare this to how we live our lives now. I like learning about and using timelines.’
What would you like to improve about being a Historian at Old Clee?
Year 1 Pupil: ‘Investigate things more and find out about even more interesting people!’
Year 4 Pupil: ‘I would like more History lessons! It would be good to have more information around the classroom to support our learning.’
Martin Luther King Day!
As a school we celebrated Martin Luther King Day on Monday 16th January 2023! This was a day where we recognised the significance of his actions, aims and dreams of which he shared with many communities around the world.
We came together for Key stage assemblies across the day and learnt all about Martin Luther King's actions and dreams.
After this, we thought carefully about our own dreams and wishes for our communities both inside and outside of school. We thought about equality, fairness and mutual respect and how these link to our British Values. Children then wrote their own dreams on speech bubbles which can now be seen displayed around the school
Archeologist Visitors - The Romans!
Today we were visited by an archaeologist from Heritage Lincolnshire. She spoke with us about the Romans. We looked at how the Lincolnshire settlement had changed since the Romans invaded, different roman towns and we discussed different foods that the Romans brought to Britain.
We took part in quizzes and we were also able to look at different Roman artefacts. This was where we were able to be archaeologists ourselves and complete an artefact observation form to explain what we had found! We had lots of fun!