History - 3 I's
History has always been held in high regard across our school with our own rich history, within our local area, celebrated. The history curriculum makes full use resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality. Subject specific concepts are used so that the children are able to attach their knowledge to a specific strand of teaching. This also enables the children to build on their knowledge from previous years based on the concepts that they are explored. The concepts have been selected based on the National Curriculum and have been carefully selected to reflect the needs of the children, as well as creating an engaging and stimulating curriculum for the children to enjoy and which allows their knowledge to broaden. The subject specific concepts are revisited, which allows connections to be forged between topic areas and significant events and a deeper understanding to be gained.
Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. Rosenshine’s principles of Instructions are embedded across the school to ensure a consistent and coherent approach to pedagogy. Introducing new material in small steps, ensuring a high success rate and reviewing knowledge on a regular basis is pivotal to the success of using this approach. We intend to use these principles effectively for the benefit our children.
History is taught in blocks throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic. Subject concepts provide the coat-hangers for new learning and knowledge, which allow further depth and understanding to be gained.
The end of each topic, ‘the lasting legacy’ allows for children to see the true impact of the era on modern day society. This not only ties the history unit together, highlighting the learning, but also allows the children to have an idea, thought, memory to hold and to move forward with. Furthermore, the children will have an awareness of the impact that the past has had and lesson that have or may not have been learned. This in turn will allow the children to understand that their actions and the actions of others, can potentially have great significance on the future.
By the end of year 6, children will have a chronological understanding of British history from the Stone Age through to the present day. They are able to draw comparisons and make connections between different time periods, and their own lives as well as having a true understanding of the concepts that they have studied their topic through. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Mayans.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and the English curriculum. 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. Vocabulary, knowledge and opportunities for discussion, debate, questioning are all pivotal in our pursuit to deepen and enrich the children’s learning. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. Assessment opportunities are used at the start of the topic and at the end. In addition debatable questions using P4C strategies are used to determine depth of learning.
Children at Hempstalls leave as history champions. They are able to articulate the knowledge and understanding that they have gained throughout their time at school, using historical vocabulary effectively. Through our expert and weaving magic books, the children demonstrate their knowledge of factual information, key dates and show their understanding of chronology. The expert books also evidence the children’s understanding and depth of knowledge linked to their lens, which they have focused on. The children also gain knowledge and understanding of how to interpret information and make enquiries and pose and answer questions which deepen thinking and require knowledge to answer. The connections they make during their history block are often personal to them and are meaningful and relevant.
Furthermore, through pupil interviews and dialogue, the children are knowledgeable and are able to use history specific vocabulary. Children review the knowledge they have gained regularly. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past.