History

History Statement of Intent

We aim to develop children’s knowledge and understanding of Britain's past and of the wider world, inspiring and igniting their curiosity to know more about periods of the past. The teaching and learning takes an enquiry based approach which weaves second order concepts through the years. 

Implementation

History and Geography are taught alternating with each other during the year with six units being taught in Key Stage 1, four units in Years 3, 4 and 5, and then three units (1 per term) in Year 6. This is to enable appropriate level of coverage for the pupils within the year groups.

Starting in Foundation Stage, pupils begin by developing their 'understanding of the world' within their own lives through use of conversations, questioning and experiences.

Across Key Stage One and Two, enquiry forms the basis of their learning, asking and answering 'Big Questions', building on knowledge and skills from previous learning, making those connections across history both local and on a wider scale. Knowledge is taught progressively from year group to year group developing understanding of:

  • Understanding British History
  • Historical Enquiry
  • Chronological Understanding
  • Early Civilisations

Impact

Progress is monitored by using use of observations, learning walks, marking and feedback and the use of questioning of pupils. Pupil voice is essential in gaining and insight into pupils' understanding, thus, measuring the impact of the history curriculum and coverage At the end of every term, a double-page spread will be created, demonstrating the knowledge and understanding gained during the history unit, which will then work inline with the end of unit assessment grid. From this, every term, the class teacher will complete a record of which pupils are working towards the expected standard, at the expected standard or working above.

History Skills Progression