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Intent, Implementation and Impact for History at St. Michael's Church of England School

 

Intent

 

Our aim at St. Michael’s Church of England Primary School is to encourage pupils to develop an appreciation and understanding of the past, evaluating a range of primary and secondary sources. Our historians will also be able to explain clearly how these sources give us an insight about how people around the world used to live and how these interpretations may differ. Pupils will be taught to make links between these areas of learning, with the aim of developing engaged, motivated and curious learners that can reflect on the past and make meaningful links to the present day.

 

Our History curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. The National Curriculum states that ‘a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.’

 

To ensure that pupils develop a secure knowledge that they can build on, our History curriculum is organised into a progression model that outlines the skills, knowledge and vocabulary to be taught in a sequentially coherent way. Chronological Understanding; Historical Understanding; Historical Enquiry; Interpretations of History; Organisation and Communication are all mapped out to ensure that pupils build on secure prior knowledge.

 

When covering each of these strands, the content will be carefully organised by each year group through a long term plan. Content knowledge, vocabulary and skills will then be planned for at a greater level of detail in the medium term plan. History is delivered through subject specific teaching organised into blocks under a theme. Meaningful links with other subjects are made to strengthen connections and understanding for pupils.

 

The History units taught have been developed to help children appreciate their own identity and the challenges in their time. It will help them understand the process of change over time and significant developments.

 

 

Implementation

 

  • Topics are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth.

 

  • We have developed a progression of skills with each year group, which enables pupils to build on and develop their skills each year.

 

  • In Key Stage 1, children look at their own personal history, which introduces them to the idea of chronology and timelines. The children  also look at significant events and people who have shaped society, locally, nationally and globally.

 

  • In Key Stage 2, the children’s focus of study include local history, British history topics and an ancient history topic.

 

  • 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 topics as well as previous lessons.

 

  • At the start of each topic children will start by revisiting prior knowledge. This will be scaffolded to support children to recall previous learning and make connections.

 

  • Children are given an overview page at the start of each topic which details some key information, dates and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and is used as a reference document.

 

  • Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.

 

  • Medium term planning for all units will cover key historical concepts: Chronological Understanding; Historical Understanding; Interpretations of History; Historical Enquiry; Organisation and Communication.

 

  • Children are given opportunities, where possible, to study artefacts leading to enquiry, investigation, analysis, interpretation, evaluation and presentation.

 

  • Our historians will be given a variety of experiences both in and out of the classroom where appropriate to create memorable learning opportunities and to further support and develop their understanding.

 

  • Teachers use Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed.

 

  • Effective modelling by teachers ensures that children are able to achieve their learning intentions, with misconceptions addressed within it.

 

  • Through using a range of assessment tools, differentiation 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 with different elements of independence.

 

  • Pupils are given the opportunity for Self or Peer Assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.

 

  • Cross-curricular links are planned for, with other subjects such as Maths, Writing and Computing.

 

  • Educational, immersive displays that answer key questions help to create a rich learning environment for each History focus.

 

  • Our Assessment Tracker allows us to use data to inform leaders of school improvements or skills that need to be further enhanced.

 

EYFS

The Early Years Foundation Stage Curriculum supports children’s understanding of History through the planning and teaching of ‘Understanding the World’. This aspect is about how children find out about past and present events in their own lives, their families and other people they know. Children are encouraged to develop a sense of change over time and are given opportunities to differentiate between past and present by observing routines throughout the day, growing plants, observing the passing of seasons and time and looking at photographs of their life and of others. Practitioners encourage investigative behaviour and raise questions such as, ‘What do you think?', ‘Tell me more about..?', 'What will happen if..?', ‘What else could we try?', ‘What could it be used for?' and ‘How might it work?' Use of language relating to time is used in daily routines and conversations with children for example, ‘yesterday', ‘old', ‘past', ‘now' and ‘then'.

 

 

Impact

 

At St. Michael’s Church of England Primary School pupil voice shows that pupils are confident and able to talk about what they have learnt in History using subject specific vocabulary. Pupil voice also demonstrates that pupils enjoy History and are able to recall their learning over time. Pupils work demonstrates that History is taught at an age appropriate standard across each year group with opportunities planned in for pupils working at greater depth. Work is of good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence.

Mrs A. Moore (Subject Lead for History) 

Governor for History - Mr K. Jones (Staff Governor) 

History Games

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