History curriculum 2020-21
Intent of study
Our History Curriculum is designed to inspire our children’s curiosity about the past and to become mini historians. We provide a coherent knowledge rich curriculum, which spans both British and World History. An abundance of opportunities are embedded across our fascinating and relevant History themes which allow our mini Historians to investigate and interpret the past through significant events and life’s, comprehend chronology, identify historical changes as well as continuity between and within periods of time and understand/challenge perspectives and interpretations. These are our History key curriculum threads, which run progressively through this subject’s curriculum. Through specific local studies in years 2 and 5 and a wider range of Historical topics we aim for all children to gain a sense of their own identity within a social, political, cultural and economic background.
Within each History topic we studied we deepen our children’s chronology knowledge, through for example ordering significant events and dates, create a family tree, develop historical context and organise relevant historical information within a narrative. The sequence in which our historical topics are taught reflects the following: the complexity of the period of time being studied; relevance to the time of year being taught; links to wider curriculum subjects (mainly geography) or ensuring a balanced curriculum within the selected year or phase. However, enthuses on our chronology thread through every topic ensures our children develop a depth of chronology so that they can view periods of time contextually and in order.
Continuity and change in and between periods
Through our studies of Floreance Nightingale (year 1), Transport (year 2) and World Wars (year 3 and 5) we explore progress, transformation, regression, and demise. We link pervious studies for example of Ancient civilisations to develop a depth of knowledge of the above and to explain/explore the extent of past changes and reasons for continuities.
Cause and consequence
Our curriculum is rich with opportunities for our children to learn how different events during different periods of time have impacted/influenced the way we and other people live today. Our studies of historical events such as the Communication (EYFS), Moon Landings (year 2), Ancient Greeks (year 4), WW2 (year 5) and The Victorians (year 6) explores and questions the cause of historical events and reflects on its immediate and legacy impact.
Similarity / Difference within a period/situation (diversity)
This key tread ensures our children have the opportunity to investigate the experiences of different people, for example a Walsall child during the industrial revolution (year 2) and a child evacuee (year 5). We compare houses and way of life across a range of periods in time and draw similarities and differences to life today.
Significance of events / people
In our EYFS we start by exploring significant people in our own lives such as grandparents and know events like Bonfire night (Guy Fawkes), to support the understanding of significance and history. Key stage one move on to study our Queen and the lives of Florence Nightingale and Mary Seacole gaining knowledge of their lives and their impact on Britain and our NHS.
Significant events underpin topics such as the Great Fire of London (year 1) and the Moon landings (year 2), Battle of Bosworth (year 4) and WW2 (year 5) which give the children a depth of knowledge of how significant events in our history have shaped the way we live today.
Perspectives and interpretations
Applying the knowledge gain through the pervious threads our children have the opportunity to explore and question why interpretations and view points differ of key historical events, such as debating whether we should return to the moon (year 2); exploring different interpretations of Ancient Egyptian mythology (year 3); Constructing knowledge of Ancient Greeks is from a range of sources (year 4) and comparing different points of view.
Teachers are provided with subject specific CPD and additional PPA, to plan their curriculum. History is taught in alternative half termly or termly blocks for at least two hours per week.
As part of this planning process, our teachers need to:
– Teach the topics set out in the whole school high level planning overview.
– Plan a cycle of lessons for each History study, which carefully plans for progression and depth concentrating on the historical knowledge and skills suited to the age group;
– Provide a knowledge organiser, which outlines knowledge (including vocabulary) all children must master and apply in lessons and identify explicit links to pervious studies;
– Provide regularly knowledge checks to support learners’ ability to block learning and increase space in the working memory;
– Pose knowledge questions for pupils to apply their learning to previous studies or to a wider topic
– Link trips or visiting experts to enhance the learning experience;
– Explicit links to literacy and mathematics where relevant
_ Appropriate History themed home learning tasks, which children deepen their knowledge and apply subject skills.
Our History Curriculum is high quality, well thought out and is planned to demonstrate progression in knowledge, vocabulary and skills, with key Historical theads running throughout.
If our children are keeping up with the curriculum, they are deemed to be making good or better progress.
In addition, we measure the impact of our curriculum through the following methods: – A reflection on standards achieved against the planned knowledge outcomes;
– Learning for each study within their History books, which demonstrates progression across the school;
– Tracking of gains through knowledge checks:
– Pupil discussions about their learning.