History

Intent-

An inclusive curriculum that enables children to know more, remember more and understand more- by linking learning to a range of topics, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically.

An excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past- Great Fire London, Samuel Pepys, first solo flight, including role of Amelia Earhart (empowering role of women). Introduction of metal to Britain and the discovery of the Amesbury Archer. Roman invasion of Britain,

Think critically about history and communicate ideas confidently- work presented as role plays, key questions, analyse information learnt, presentations of topics, written work recorded.

Support, evaluate and challenge their own and others’ views using historical evidence from a range of sources- comparing written descriptions of Celts and beginning to consider trustworthiness, fact, opinion and date of sources.

Ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry;

Respect for historical evidence and the ability to make critical use of it to support their learning;

Desire to embrace challenging activities, including opportunities to undertake research.

Developing sense of curiosity about the past and how and why people interpret the past in different ways.

• History is topic focused in KS1 related to significant events and individuals using topics they are familiar with to enable them to make relevant comparisons.
• Ks2- taught chronologically to build on reasons for change/ continuity in Britain. Compare with an ancient time of different countries.
• Long Term plans ensure clear coverage and topics aren’t repeated unnecessarily making links with their previous learning/ other subjects embeds knowledge.
• Teachers support knowledge with learning from other subjects.
• Planned trips, curriculum days, subject certificates and extra workshops help develop curiosity in the subject and help develop well-rounded happy chn especially for chn who may find learning challenging.
• Example of progression topic of ‘Homes’ is taught in Year 1 basic comparing of ‘then/now’, Year 2 will learn about the significance of the material for houses during the Great Fire of London, comparing features of houses considering income. Year 3 learn about the first ‘homes, shelters, dwellings’ and reasons why and how they changed between the Stone-Bronze Age. Year 4 are then able to understand the influence the Romans had on housing in Britain supported with a Villa trip they are beginning to make comparisons between materials, features and reasons why they have changed across a range of eras supported with plotting chronologically.
• Topics are designed to engage interest and be relevant.
• My enthusiasm for the subject promotes interest.
• Use of questioning on displays models an approach to encourage self learning to create curiosity.
• Working towards a more skill focussed lesson not just knowledge.
• Data is monitored termly and analysed annually.
• No formal assessment, teacher judgement.
• Staff meetings enable staff to think ahead and focus time to develop lesson planning.
• Currently hold a Silver Quality Mark for teaching, learning and leadership in Geography.
• My knowledge of key skills and concepts to be taught and my understanding of teacher strengths/ weaknesses.
• Teaching Yr 3/4 to embed and extend learning.
• History display engaging and children responded well to.
• Pupil response from History/Geography days informed future ideas.
• Individual teacher knowledge/understanding of links between their topics and their opinion of the importance/ enthusiasm.

Implementation-

Promotion of a language rich History curriculum is essential to the successful acquisition of knowledge and understanding.

Access to key knowledge, language and meanings to understand History and use these skills across the curriculum- displays, word mats, word banks.

History displays throughout the school focus on chronology, key aspects and exemplify the terminology used- each class expected to display topic information, be interactive, personal to the children’s learning and also developed by them as they progress through their learning.

Opportunities to research historical aspects of their learning independently. This allows them to have ownership over their curriculum and lead their own learning- homework projects, computer presentations or creative art models, opportunities for individual and group work.

We plan termly visits, visitors and involvement in the community activity to provide first-hand experiences for the children to support and enhance the development of their learning- Brooklands, museum, Museum of Childhood, Lullingstone Roman Villa, Coulsdon. National Trust, drama workshops, Kenley Revial projects in Croydon.

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.

Students studying History will be equipped with concepts including; change and continuity, cause and consequence, significance, similarity and differences. With these skills, students will be able to analyse, explain and understand the past, whilst also developing transferable skills helping them to become well rounded individuals- board and balanced curriculum

• Regularly monitor subject leadership pages/ follow professionals in their field on social media and follow discussions od ideas/topics.
• Reflect on our practice and decided if appropriate to adapt or not.
• Greater Depth in History/ Geography could be more apparent- currently use of NS
• Not following a particular scheme of work enables teacher freedom, creativity to make links personal to their class learning in other topic areas.
• History is regularly linked to English through quality texts, Maths- understanding of number place value in chronology and Art/DT- paintings as a source of evidence, use of tiles in creating Roman mosaics, building early home structures of natural materials.
• Medium Term plans are saved on teacher share for current teachers to use/edit and improve.
• Resources- some true artefacts (toys) replica pictures and artefacts, letters, diaries, film clips, timelines, information books, primary an secondary sources of evidence.
• All classes partake in at least 1 school trip related to their topic.
• I ensure we make the most of free visitor assemblies/ workshops offered by organisations.
• We make links to the wider community during remembrance and visiting Coulsdon to compare changes over time.