The Subject Leader for History is Miss A Frith
We aim to equip pupils with knowledge, skills and understanding as set out in the NC history POS. Children will know more and remember more. We use progression grids to ensure that prior knowledge, skills and vocabulary are built upon in subsequent year groups. Teachers then use these progression grids in order to map this into a long term plan for their year group in the specific subject area. Once this is done, teachers then plan at a more detailed level the sequencing of content to be taught across each unit.
Pupils will know and understand about significant aspects of the history of the wider world such as:
We ensure that teachers of the subject have excellent subject knowledge, and leadership supports that acquisition of this for NQT and non-specialist teachers. Subject matter is presented clearly, teachers carefully check learning and identify misconceptions, providing direct feedback. Teaching is designed to ensure children know more and remember more. When teaching history, the teachers should follow the children’s interests to ensure their learning is engaging, broad and balanced. History teaching focuses on enabling children to think critically. A variety of teaching approaches are used based on the teacher’s judgement. Cross-curricular outcomes in history are specifically planned for, with strong links between the history and geography curriculum, as well as links with English writing lessons.
National Curriculum statutory requirements are planned and delivered using strategies based on Rosenshine’s principles in action. This includes:
In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. We use a clear and comprehensive scheme of work that is in line with the National Curriculum. Even though Cornerstones is at the heart of our history planning, all objectives taught are in line with the National Curriculum.
Children will know more, remember more and understand more about the curriculum. This is evidenced through regular pupil voice, monitoring and looking at outcomes which are measured against our age-based progression grids. Children are to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.
The impact and measure of this is to ensure that children at South Hiendley are equipped with skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.