History

History Statement of Intent

At South Hiendley, we guarantee that children are exposed to a progressive curriculum to help develop a love of learning for history. The History National Curriculum and EYFS are planned for and covered in full within the EYFS, KS1 and KS2 progression grids. Whilst the EYFS and National Curriculum forms the foundation of all we teach in History, we drive to ensure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary through rich experiences, literature and language. 聽Progression grids and long-term plans are designed to ensure that is learning is sequential and developed over time and allows children to build on prior knowledge to ensure that children know more and remember more. There is a significant focus on the development of language through teaching tier 3 subject specific vocabulary.

We use the Reach Curriculum at KS2 and PlanIt at KS1 to ensure full curriculum coverage and give children the best opportunity to understand history.

Through a progressive and engaging curriculum design we aim to:

路聽聽聽聽聽聽聽 Increase and develop their historical skills, concepts, knowledge and attitudes.

路聽聽聽聽聽聽聽 Increase their understanding of the present in the context of the past.

路聽聽聽聽聽聽聽 Develop and use their skills in enquiry, analysis, evaluation, and argument.

路聽聽聽聽聽聽聽 Develop their interest in the past, arousing their curiosity and motivation to learn

路聽聽聽聽聽聽聽 Develop a sense of identity through learning about the past

路聽聽聽聽聽聽聽 Develop the ability to present information, argue a view point and share their knowledge eloquently as their oracy skills develop

Implementation

Pedagogy: To ensure that children know more and remember more we use a pedagogical approach when teaching history. Daily review is used to develop vocabulary and activate previous learning. New information and knowledge are introduced in small steps. Questioning is used to check understanding and how this develops overtime to support children to make connections, give opinions and apply their historical knowledge. Models are used to support children to write in an historical manner.

Resources: Children have access to a range of historical texts in our Reading Nooks. Some of these are linked to the current historical theme being covered at that time. This enables children to gather more information and pursue their own interests within out current historical theme.

Working walls: In every classroom we use working walls which enable children to refer back to key vocabulary and knowledge at all times. These walls develop overtime with the pupils input and are used to scaffold pupils thinking. The impact of this is that the knowledge and vocabulary become embedded in pupils learning.

Knowledge organisers: Knowledge organisers are used for pupils to refer to in the lesson. They are used to prompt prior learning and review.

Impact
  • Children will know more, remember more and understand more about history.
  • Children will understand and use the key skills of chronological understanding; knowledge and understanding of events in the past; historical interpretation; historical enquiry and organisation and communication.
  • The large majority of children will achieve age related expectations in history.
  • As historians, children will learn lessons from history to influence the decisions they make in their lives in future.
  • Children will be able to present information verbally and argue a view point eloquently
  • They may even consider being a historian as a career.