History

Subject leader: Mr Keane and Miss Bartle

‘Though it is the smallest of all seeds, yet when it grows, it is the largest of all garden plants and becomes a tree, so that the birds come and perch in its branches.’

Matthew 13 vs.31-32

Our entire curriculum, including History, is underpinned by the ‘Parable of the Mustard Seed’ and summarised by our motto:

 Together may we give our children: Roots to grow and Wings to fly. 

Intent

We want our children to love history. We want them to have no limits to what their ambitions are and grow up wanting to be archivists, museum curators, archaeologists or research analysts. Our aim is that, through the teaching of History, we stimulate all children’s interest and understanding about the life of people who lived in the past. We believe that high-quality history lessons inspire children to ignite a passion and curiosity about the past and to think and act as historians. Through history specific and lessons delivered through the wider curriculum, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically. We develop children with the following essential characteristics to help them become historians:

  • An excellent knowledge and understanding of chronology, people, events and contexts from a range of historical periods, including significant events in Britain’s past;
  • The ability to think critically about history and communicate ideas confidently to a range of audiences;
  • The ability to support, evaluate and challenge their own and others’ views using historical evidence from a range of sources developing wisdom and knowledge of history;
  • The ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry;
  • A respect for historical evidence and the ability to make critical use of it to support their learning;
  • A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.
  • A developing sense of curiosity about the past and how and why people interpret the past in different ways.

Teachers will ensure teaching of history has the school’s Christian ethos and values at its heart. A cohesive curriculum is built by ensuring all historical themes provide children with the opportunity to develop substantive and disciplinary concepts. This will help children make connections and links to their prior learning ensuring that knowledge and skills are developed during their time in school.

Children will have the opportunity to explore British Values, Christian Values and SMSC through history lessons. Our curriculum aims to reflect upon and provide children with an understanding of history within our locality and the impact of this upon the country and the wider world.

Implementation

In our early years setting, the concept of history is introduced through the EYFS statutory educational programme for ‘Understanding the World’ and at the end of Reception, children’s expected level of development is set out in the early learning goal ‘Past and Present’. Children talk about their families and memories.  Through stories, children learn how things have changed, as well as significant events and people from the past.

Our history themes are set out in the long term plan. We use and create knowledge organisers to focus our learning on the key knowledge linked to the theme studied and revisit these regularly to support embedding into the long term memory.

In our History lessons, we ensure that both our pupils’ substantive and disciplinary knowledge is built upon year on year:

  • Substantive Knowledge– Is knowledge and ‘substance’ of our curriculum e.g. people, dates, features of something.
  • Disciplinary Knowledge- Is skills our children develop how interpret the past – how do we know what we know? E.g. changes, continuation, causes, sources.

This substantive and disciplinary knowledge is assessed through an end of unit Kahoot quiz, specifically written by the teacher. This information is used to track knowledge retention and allows teachers to identify any gaps in learning.

It is our belief that, the structure of our History curriculum, along with the use of fun interactive quizzes, allows children of all abilities to gain a deep and meaning understanding of both the knowledge, and skills, of the subject. Tasks are scaffolded carefully in order to support all children regardless of their ability.

Impact

The impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave our schools  reaching at least age-related expectations for History. Our History curriculum will also lead pupils to be enthusiastic history learners, evidenced in a range of ways, including pupil voice and their work.

Additional Information

For more information regarding our History curriculum (including our curriculum map and key procedures), please click on the ‘Useful Documents’ links below.

Similarly, under ‘Useful Links’, you can find more information regarding supplementary resources and other useful websites

 

Useful Documents

History Curriculum Map

History Overview

History Procedure

History Knowledge Mat Example

 

Useful Links

Historical Association

National Geographic History