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History
Introduction
At Valley Invicta Primary School at Holborough Lakes, we believe that History encourages pupils to consider how the past has influenced the present, and how a variety of elements influenced people’s actions. History also develops the skills of researching and evaluating evidence, the knowledge of past events, civilisations and personalities and the concepts of chronology. Learning about the past can influence pupils’ attitudes to the present and the future.
History curriculum intent, implementation and impact
The intent of our History curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. Through their learning of key historical events, pupils are able to think critically about their unit of learning and make links to day to day life; this ensures the History curriculum is meaningful and purposeful for all pupils. As a result of this they will:
- Increase and develop their historical skills, concepts, knowledge and attitudes.
- Increase their understanding of the present in the context of the past.
- Develop and use their skills in enquiry, analysis, evaluation, and argument.
- Develop their interest in the past, arousing their curiosity and motivation to learn.
- Develop a sense of identity through learning about the past.
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Intent |
Implementation |
Impact |
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To build a History curriculum which develops learning and results in the acquisition of knowledge and skills, which enables children to enquire, research and analyse in History. |
A clear and robust progression of skills is in place from EYFS through to the end of KS2, where teachers will build on prior understanding as they develop these skills throughout the pupils’ time at the school ensuring that they are secondary ready by the time they leave Year 6.
Children have access to key knowledge, language and meanings to understand History and use these skills across the curriculum.
History Focused Learning Walls
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Children will know more, remember more and understand more about history.
Children will understand and use the key skills of chronological understanding, knowledge and understanding of events in the past, historical interpretation, Historical enquiry and organisation and communication.
All children will achieve age related expectations in History.
As historians, children will learn lessons from history to influence the decisions they make in their lives in the future.
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To design a history curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum History Programmes of study, to fulfil the duties of the NC whereby schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life |
Research: On occasions, children may well be asked to research historical aspects of their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in history.
Basic skills: English, Maths and ICT skills are taught during discrete lessons but are revisited in history so children can apply and embed the skills they have learnt in a purposeful context.
Enhancement: We plan termly visits, visitors and educational trips to provide first-hand experiences for the children to support and develop their learning. We recognise that to have impact the planned cultural capital must be clearly linked to the statutory historical knowledge to be acquired and provide the opportunity for children to better understand the knowledge or apply what they already know. |
Teaching Sequence in History
- Big picture: Placing of the History being studied in the chronological context of previous learning, using a class timeline
- Daily review: Brief review of learning covered in previous lesson/s using the teacher toolkits.
- Specify key vocabulary to be used and its meaning is shared using the teacher toolkit
- Conduct Historical enquiry using a variety of sources and/or artefacts
- Interpret their findings
- Communicate their historical knowledge and understanding appropriately
- Evaluate their learning and compare with other historical periods studied as appropriate
Possible pedagogical approaches used in History
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Behaviourism |
Direct teacher instruction; modelling of skills and techniques; demonstration; Teaching Backwards |
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Constructivism |
Inquiry-based learning; outdoor learning |
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Social Constructivism |
Teacher modelling; questioning; mix of individual, paired and group instruction using the Kagan 4 strategies |
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Liberationism
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Pupil-led learning; opportunities to showcase learning; parental involvement; critical audience |
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Learning, Working and talking like a historian |
Being introduced to the key vocabulary that a historian would use; defining the key vocabulary that a historian would use; high expectations of pupils ‘talking’ like a historian; high expectation of pupils researching, interpreting and presenting like a historian |
Assessment
At Valley Invicta Primary School at Holborough Lakes, assessment in history comprises of teacher assessment during the delivery of lessons. Children are given tasks linked to the NC, and assessed against these. It is the responsibility of each individual class teacher to implement this through planning activities linked to the History National Curriculum. At the end of each full-term teachers judge children against age related expectations to be at, above or below these expectations.
Blank timeline document for download