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History

National Curriculum Intent

‘The national curriculum for History intends to ensure that all pupils:

  • 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.

 

Our Intent

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.

Our Implementation

In ensuring high standards of teaching and learning in History, we implement a curriculum that is progressive throughout the whole school. History is taught as part of our spiralised learning scheme, focusing on knowledge and skills stated in the National Curriculum. These overarching skills of investigating and interpreting the past (H1), building an overview of world history (H2), understanding chronology (H3) and communicating historically (H4) are our continuous concepts that are focused on within each lesson. Within those continuous concepts, we have individually broken down the historical skills into concept elements that form the objectives within the lessons. These skills are then led by the overriding drivers linking to historical knowledge. Within KS1, 5 significant people and events are covered across the key stage. Similarly, within KS2, 10 significant periods of history are covered at a deeper level throughout the year. Both key stages also encompass local history studies. These drivers in each year group are interleaved and equally spaced out to aid retrieval and to stimulate pupil’s thoughts and allow for reflection. 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 but also incorporates Literacy, Maths and expressive arts and design. 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.

 

The Impact

The impact and measure of this is to ensure that children at Old Clee are equipped with historical enquiry skills, knowledge and concepts, in addition to guiding their attitude to historical events which will enable them to be reflective learners ready for the curriculum at Key Stage 2/3. Children will reflect on their learning regularly through our spiralised approach and be given frequent opportunities to recall skills and facts previously learnt with confidence. As well as this, regular ‘proof of progress’ POP tasks have been created which require pupils to undertake an independent activity which tests the combined retrieval of several previously taught continuous concepts and progressive elements. Progression of History is built upon each year through our differentiated approach of concept elements/skills. Vocabulary has also been highlighted through the year groups and this is also built upon progressively. Whilst doing this, we aim to implement an enthusiasm across the school, fuelling excitement year upon year across year groups when studying new historical events or significant people. We aim for our pupils to be passionate about History readying them as well-informed lifelong learners in the wider world. We want our children to have thoroughly adored learning about History, highlighting the importance of studying events from the past and bringing them to our pupils present, will shape their futures.

 

 

If you were to walk into a History lesson you would see:

  • Children interacting with their ‘Being a Historian’ skills sheet.
  • Children using a range of sources and evidence to support their learning.
  • Children being immersed in the four areas of our history coverage (H1, H2, H3 and H4).
  • Elements of spiralised learning recapping prior knowledge within lessons.

Through monitoring:

  • Monitoring of teaching and learning shows evidence of good staff subject knowledge and understanding of concepts being taught. Vocabulary is being modelled consistently in most lessons, and pupils are expected to use correct historical terminology.
  • Learning that is tracked and monitored to ensure all children make good progress.
  • Past learning is repeatedly ‘spiralised’ which enables pupils to recall and build upon work from the previous years.
  • Monitoring to ensure all continuous concepts are covered within each lesson as well as all concept elements covered throughout the year.

 

Pupil Voice:

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.’

 

 

Successes in 19/20

  • Pupils are more aware of the skills required to be a Historian. This has been established through our child voice feedback.
  • Pupils are demonstrating more of a love and interest of History. This has been seen through lesson observations and feedback from staff and pupils.
  • Our pupils are becoming more independent learners. When visiting classes, children show a more metacognitive approach when exploring sources and evidence

 

Priorities for 2020-2021

  • Ensure children are given the opportunity to constantly revisit and recap prior learning. Continue to challenge children with prior learning questions.
  • Ensure consistent assessment takes place within History. Use of termly POP tasks throughout all year groups to enable accurate assessment across the school.
  • Monitor coverage of all concept elements. Ensure all year groups are incorporating the four continuous concepts within each lesson as well as covering all concept elements throughout the year.
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