History
Marcus Garvey, ‘a people without the knowledge of their past history, origin and culture is like a tree without roots’.
Intent
At Ladypool Primary School we want all of our children to be historians. Our aim is for our curriculum (with bespoke local elements) to inspire pupils’ curiosity to know more about the past. Our carefully selected units of enquiry will be enhanced and enriched by tasks that enthuse and engage our learners. We want to foster a love of learning about the past by offering a range of opportunities to explore different periods of time.
Our aim is that, through the teaching of history, we will excite children’s interests and understanding about the lives of people who lived in the past as well as understanding how past events have impacted upon and changed our lives today. We feel it is necessary to consistently develop a sense of chronology. This will allow children to not only discover what shaped us as a nation but what was happening in other parts of the world at the same time.
Our priority is to help children develop a sense of identity and a cultural understanding based on their historical heritage and the heritage of others. Exploring their own and other people’s cultures in modern multicultural Britain will encourage the children to be tolerant, open minded and informed. We aim to make children aware of historical figures and to know about significant events in British history and the wider world (British and Ancient), appreciating how things have changed over time. We want to ensure that the children know how Britain developed as a society. Through the subject we will encourage the children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgment. It will allow them to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Implementation
- History is taught in every year group, once a week, for alternate half terms across the year.
- The units (selected from B and C Educational) allow children to focus on developing their knowledge and skills.
- The progression of skills document demonstrates how our children build on and develop their skills each year.
- In KS1, history begins by looking at units we have selected that meet the needs and interests of our children.
- Timelines and sequencing are an integral part of our units and build a chronological framework over time.
- In KS1, history explores significant events and people who have shaped society, locally, nationally and globally.
- In KS2 children study aspects of local history, different periods of history along with an ancient history.
- In KS2, we encourage children to place their learning chronologically on a timeline to allow them to appreciate the relationship between each time period.
- In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous units.
- At the start of each unit children will review previous learning and will have the opportunity to share what they already know about a current period/ place/person.
- Knowledge organisers are available for each unit which detail some key information, dates and vocabulary. These are not used as an assessment tool, but to support children with their acquisition of knowledge, and as a reference document.
- Effective use of educational visits are encouraged and visitors are planned, to enrich and enhance the pupil’s learning experiences.
- Misconceptions are addressed.
- All unit plans cover the key historical concepts of : Chronological understanding, Historical knowledge, Historical interpretation, Historical enquiry and organisation and communication.
- Children are given opportunities, if the unit allows, to explore artefacts.
- Adaptation is facilitated by teachers, to ensure that each pupil can access the history curriculum.
- Children are given clear success criteria in order to achieve the Learning Intention as independently as possible.
- Children are regularly given the opportunity for self or peer assessment.
- Cross-curricular links are signposted as appropriate.
- History in our EYFS is an integral and important part of our chosen history curriculum.
EYFS
- The Early Years Foundation Stage Curriculum supports children’s understanding of history through the planning and teaching of ‘Understanding the World’. Six units written in the same way as the Key Stage One and Two units, allow for a smooth transition to KS1.
- The New EYFS Framework 2021 and Development Matters have been used to draw out the specific History elements.
- Children learn about the past and present events in their own lives that of their families and other significant people.
- Children are encouraged to develop a sense of change over time. They consider significant people and special places, celebrations and what it means to be a young historian.
- Children are encouraged to consider enquiry questions such as ‘What do you think?', ‘Tell me more about?', ‘Why did it happen?'
- Use of historical vocabulary and language relating to time is used in daily routines and conversation regularly, preparing children for the challenges in KS1.
Impact
- Children at Ladypool are equipped with the historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.
- The outcomes in history evidence a broad and balanced curriculum and demonstrate the children’s acquisition of identified key knowledge.
- There is an emphasis on analytic thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
