What does History look like at St Joseph’s RC Primary School?
By the end of their time in Primary School, we aim for all of our pupils to develop an understanding of the past and how history shapes the future. To achieve this, in EYFS and Key Stage 1 children will develop an awareness of the past. They will learn about significant individuals who have contributed to the world, for example a study of the life of Mary Anning (in Year 1). Children will learn about significant historical events within the local area by finding out about life in a local castle (Year 2), as well as the history toys and some historical pioneers (Antarctic explorers).
During Key Stage 2 children will continue to appreciate history through developing their understanding of chronology. They will work on securing an understanding of British, local and world history. Children will look at connections and patterns over time and develop confident and accurate use of historical terms. They will evaluate the reliability of different sources of historical evidence and how our knowledge and understanding of the past is shaped and influenced by them. Through high-quality history lessons we aim to encourage critical thinking, as well as helping the children to gain a sense of their own identity. Some of the aspects of historical study that our pupils will develop in this academic year (2021-2022) include Crime and Punishment through the ages (year 5/6) and a study of clothing and how this tells us about the lives of people at different times in the past (Year 3/4).
HISTORY CURRICULUM STATEMENT
“If you want to understand today, you have to search yesterday.”
What will take place prior to classroom teaching?
What will our history provision look like in the classroom?
What will be achieved as a result of our history curriculum teaching?
The senior leadership team will:
· lead the school staff to develop a clear progressive curriculum which drives the ongoing development and improvement history teaching provision.
· ensure that the curriculum leader has appropriate time to develop and monitor the provision of history curriculum throughout the school.
· provide sufficient funding to ensure that implementation is high quality.
The history subject leader will:
· understand and articulate the expectations of the curriculum to support teaching and classroom support staff in the delivery.
· ensure an appropriate progression of history skills and knowledge is in place over time so that pupils are supported to be the best that they can be, and guide teachers in providing support for children where necessary and extend the most able.
· ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
The class teacher will:
· create a long-term plan which ensures appropriate coverage of knowledge, skills and vocabulary from the progression grid.
· ensure confidence in their own subject knowledge and skills prior to teaching.
· ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.
Teaching and learning in History will encourage:
· the development questioning and enquiry skills to enable children to be ‘historical detectives’, finding out for themselves and drawing their own conclusions
· opportunities for pupils to examine both primary and secondary sources of evidence
· the developing and application of historical skills in a wide range of projects
· the use and understanding of relevant historical vocabulary
· ongoing opportunities to apply learned skills and knowledge across the curriculum.
Our children will be:
· able to effectively communicate and organise their historical knowledge.
· able to carry out effective historical enquiry.
· able to form and explain their interpretations of historical people and events.
· understand historical concepts such as: continuity and change, cause and consequence, similarity, difference and significance.
· continuously developing understanding of a coherent chronological narrative that helps them to order new information into ‘time order’.
Pupils will be able to demonstrate and make use of:
· an enjoyment for the study of history and a thirst for new knowledge
·curiosity about how people lived and why people in the past may have made the choices that they made
· developing confidence in proposing a range of possible interpretations of evidence, understanding that there is no one single universally agreed interpretation of history
· an ability to create historically relevant questions
· the ability to make links between different periods of history as well as showing understanding of how history is relevant today.
The history subject leader will:
· collate appropriate evidence over time which evidences that pupils know more and remember more
· monitor the standards in the subject to ensure the outcomes are at expected levels
· provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of this development.