Intent

Aims and Objectives:

At St Mary’s, our aims are to fulfil the national requirements for teaching History; providing an engaging, broad, balanced and differentiated curriculum; ensuring the progressive development of historical concepts, knowledge and skills. Furthermore, we aim to inspire in pupils a curiosity and fascination about the world that prepares them for adult life, developing critical thinking skills which can be transferred as they continue their learning journeys beyond their time at St Mary’s.

Alongside the requirements stated in the 2014 National curriculum for History, and taking the context of our school community and the needs of our children into consideration, our History aims are to:

  • Provide a diverse and cohesive curriculum that links to the National Curriculum and mirrors the lives of our children.
  • Build chronological understanding to develop concepts of change and causation within their units of work and where they fit into our understanding of history today.
  • To develop in children skills of interpreting a range of historical information, using a range of resources and artefacts to support and providing opportunities to evaluate and question new information, developing perspective and judgement that will be transferrable to later life.

Implementation

  • History is taught half termly on a weekly basis, following the long-term plan in line with the requirements of the Primary National Curriculum.
  • Teachers introduce key concepts that are identified and discussed at the beginning of each unit and children discuss where these concepts are linked to previous topics within history and other areas of their learning, allowing them to build on their schemas. The Medium-Term Plan displays these concepts alongside future exposure to these concepts.
  • High quality planning is created following the knowledge and skills progression to ensure historical skills are accounted for.
  • While planning, consideration is given to how children, of all abilities, are challenged within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
  • Unit Markers are created and are used by children and staff to assess children’s work after each lesson. Unit Markers are completed by children at the beginning of the unit to identify prior knowledge and is completed at the end to allow comparison and assessment of knowledge gained.
  • Teachers demonstrate how to use Historical skills, in order to embed understanding. Teachers find practical opportunities from our in-school resources to develop children’s knowledge and understanding by accessing our outdoor learning classroom and workshops from experts.
  • To support knowledge of children and to encourage parental involvement, each unit comes with completed Knowledge Organisers, which show the specific knowledge for each History unit.
  • Children receive opportunities to attend clubs, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class whilst also building Cultural Capital.
  • To ensure our history curriculum reflects that of the children within the community, CPD opportunities in providing a History curriculum that promotes diversity and equality are given and shared among staff and Parent Equality Ambassador. Linking to our curriculum drivers, there is a strong emphasis on people and the community of our local area, including our parish and school.
  • As the children’s knowledge and understanding increases, they become increasingly confident in their growing ability to come to conclusions based on real sources and artefacts
  • Outcomes of work are regularly monitored to ensure progression is made– this monitoring is carried out by the curriculum leader and monitored by SMT. Any key development points are then generated and monitored the following term, thus ensuring the subject is progressing.
  • Children can develop their chronological knowledge and understand their topics in relation to the overall historical narrative and the internal narrative in a topic within their learning journeys, which is carefully planned into learning journeys.

Early years explore historical themes and content through the ‘Understanding of the World’ strand of the EYFS curriculum; Past and Present Early Learning Goal. This involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places and time. This is assessed at the end of the year using teacher assessment and observations.

Impact

The impact our curriculum has on our children:

  • An ability to make reflections on their learning through the use of unit markers. Children will be able to make comparisons to recognise the progress they have made in their learning.
  • Children will maintain this knowledge and skills through retrieval practice, allowing them to transfer and apply into other areas of learning.
  • Through the use of concepts used throughout the school, children will be able to identify links between curriculum areas, thus building on schemas and their mental models.
  • Being able to participate in high-quality discussions, using key vocabulary that is regularly activated and use a range of evidence to support their ideas and build on their historical skills to think critically.
  • Receiving a quality first education in History from teachers who have access to a range of teaching tools and resources to engage learners.
  • With opportunities of enriched off-site trips whereby they have real-life experiences and an understanding of how historical communities lived their lives.
  • Children will understand and use the key skills of chronological understanding, Knowledge and understanding of events in the past, historical interpretation, historical inquiry and organization and communication.
  • There is a clear progression of children’s work and teachers’ expectations in our school through the use of the knowledge and skills progression.
  • Children of all abilities and backgrounds achieve well in history, reflected in good progress that reveals a clear learning journey. Children talk enthusiastically about their learning in history and are eager to further their learning in the next stages of their education.
  • Clear outcomes focus and guide all history development plans and drive improvement. There is a clear assessment system in place, with Unit Markers and knowledge and skills progressions to support teachers with assessing pupils’ learning every lesson and using assessment tools such as DCPro to analyse children attainment of year group objectives. This is used to impact future planning, transition between key stages and subject development plan for next year.
  • Achieving their personal best, working towards or achieving the expected standard for KS2 in History. As historians, children will leave our school with the skills about what they might face in their lives, with the courage to face it with resilience, having learned how influential figures in History overcame adversity and challenges.
  • With an understanding of the range of people that have taken part in our History, knowing people from all backgrounds have contributed to the world we live in today, developing their sense of identity and belonging as they become members of their community and the wider world.

History Documents

Please view the additional documents in school:

  • History Knowledge and Skills Progression
  • History Vocabulary Progression
  • History Knowledge Organisers
  • History Unit Markers

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