History intent statement:
As Historians, it is important that we understand the History of the world which we are a part of especially that of Britain’s past and how historical events of the past influence life today. Our History curriculum is designed to inspire pupil’s curiosity to find out and learn from the past, especially that of our local history. Pupils will gain a coherent understanding and knowledge of the wider word, with a focus on chronology and how different periods of time interlink and impact upon each other. Our curriculum not only enhances and deepens children’s knowledge and recall of key facts and events, it also aims to develop historical enquiry skills through the analysis and interpretation of different sources of information, considering their validity and what they may or may not say.
Our History curriculum is implemented through a cross-curricular topic based approach to engage and immerse our children within topics which they may have limited experience of.
- History topics begin with a pre-assessment of current knowledge and skills, from which a learning sequence is constructed.
- Our spiral curriculum is progressive in skills and knowledge with key vocabulary underpinning topics, which is subsequently built upon through topics and year groups.
- Key areas of learning are revisited regularly and links are made within and between topics which supports our children’s learning through spaced repetition and learning flashbacks. This formative assessment is used to inform future lessons in the learning sequence to help children to gather a broad and deep understanding of the topic.
- Teachers plan a sequential journey of learning using progression grids which are used to support the assessment of children, ensuring appropriate next small steps of learning are planned for.
- Vulnerable groups of learners are supported through appropriate support and stretch challenges based on assessment for learning, to ensure the needs of all learners are met.
- Enrichment opportunities are used to help support the learning of our children, through the use of workshops and visits which help to bring history alive, through the exploration of artefacts and re-enactments of historical events, as well as seeing historical buildings of significance at first hand.
- Classroom working walls reflect the learning journey of the class, highlighting key knowledge and skill development as well as specific vocabulary. Working walls may also identify links between previously learnt topics to help make connections between key themes.
- At the end of a topic, pre-assessments are revisited for children to reflect upon and show off their new learning. Learning flashbacks throughout the rest of the year will allow children to revisit their learning, ensuring it remains in the long-term memory ready for further connections to be made.
As a year 6 Historian, transitioning to secondary school, we aspire that pupils will have developed a historical mind of inquiry, critically considering what history may or may not tell them, as well as making strong connections between historical events and their influence on past and current and potentially future events.