History
Intent
At St Bede’s our history curriculum has been designed to give all learners the knowledge and skills they need to succeed in life. We aim to inspire the children to be curious about the world we live in, developing knowledge of local, national and world history.
We want the children to learn historical knowledge and skills that carry through from EYFS to Year Six and further into their lives beyond primary school, balanced with an understanding of historical processes and concepts such as change, continuity, cause and consequence. It is our vision for the children to question knowledge as we teach them and to encourage and develop historical enquiry and thinking.
We follow the National Curriculum for history (please see the link below) and our programme of study has been designed to ensure clear planning and progression through the year groups. We make full use of the resources within the immediate and wider local area enabling the children to develop a deep understanding of the history in their locality.
In line with the National Curriculum we aim to ensure that all pupils:
Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement; Begin to understand the complexity of people’s lives, the process of change, the diversities of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Implementation
History is taught in half termly units throughout the year, so that children achieve depth in their learning. The subject leader and teachers have identified the key knowledge and skills of each unit to ensure progression throughout the year groups across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians. Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English lessons enabling further contextual learning however this does not impact on the history focus of the unit being taught. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the National Curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Our aims and outcomes are achieved in a number of ways:
- Through the use of knowledge organisers.
- Progression in historical vocabulary across the year groups.
- Chronological development – through a timeline that moves up through the year groups and KS2 history taught in chronological order.
- The use of artefacts and sources – we have a close link with our local museum Tullie House and most year groups access loan boxes and attend historical theme days linked to the unit being taught as well as having the opportunity to enhance learning through library topic boxes.
- Trips and visitors coming into school are planned for to enhance learning – such as Year Two comparing firefighting techniques from then and now by visiting the local fire station, Year Three visiting Vindolanda during their Romans unit, Tullie House supporting Year Four to create a pop up museum for the rest of the school to visit based on the Egyptians and Year Five working with Keele University to discover what a historian is.
- The learning environment is designed to ensure children develop their history knowledge, and continue to know more, remember more and understand more. Knowledge walls and class timelines are key drivers to this, with teachers making reference to them during lessons and at other regular times during the week, including during weekly knowledge quizzes.
- We make links with parents by recording weekly work on Seesaw, sharing knowledge organisers both in class and at home and through updating curriculum information on the website. Through these methods parents are aware of the history being taught including vocabulary and can further support their child’s learning at home.
In the EYFS children are given a secure grounding in the prime areas of learning, ensuring they have a good foundation on which to build through the specific areas, including understanding the world. Areas of provision are enhanced to ensure vocabulary understanding and extension, and develop understanding of the past, present and the difference between the two.
Impact
Outcomes in history evidence a broad and balanced curriculum and demonstrate the children’s acquisition of identified key knowledge. Teachers adapt the curriculum to meet the needs of all children.
At the beginning of the year, each teacher will make links to prior historical units taught to gather information about previous learning and attainment. This will then enable the teacher to plug any gaps in learning before starting the new history unit. Throughout the unit prior learning will be reinforced while introducing new skills, knowledge and vocabulary.
Key questioning and addressing misconceptions during lessons, quizzes and assessment of knowledge and skills takes place at the end of each unit to check the children’s understanding and provide next steps for future historical units. This information can be shared with parents and with their new teachers as they move through the year groups.
History Curriculum Overview