To view our long term History plan, please click here
The intent of our History curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will:
The history curriculum at High Ercall Primary School aims to develop the active interest and enthusiasm of all groups of pupils. It provides opportunities for discovery and challenge and for pupils to take greater responsibility for their learning. The children are encouraged to develop the 5Rs when studying History – Resourceful, Reflective, Responsible, Resilience, and Respectful. School has identified key intentions of diversity, resilience and outdoor learning which drive our History curriculum. At High Ercall Primary School our History curriculum intentions are:
To ensure coverage, depth and balance in the history curriculum, teachers plan in a variety of ways:
The emphasis in History lessons will be on enabling children to think as historians by developing historical skills; having a sense of chronology; developing a range and depth of historical knowledge and understanding; interpretation, enquiry, organisation and communication skills. We always encourage children to ask searching questions about information they are given.
We recognise discussion and debate as a key aspect of effective learning and embrace the principles described by ‘Blooms Taxonomy’. Using this structure it is possible to offer sufficient challenge for children, encouraging higher order thinking skills.
To teach History effectively, teachers employ a variety of methodologies, such as:-
Identified through medium term plans and highlighted to the children at the beginning of lessons through mind maps and revisited through class assemblies and knowledge quizzes.
We use a whole-school timeline which records all history learning and enables children to put new learning in the context of old learning. Children will also have individual timelines to keep referring to, in order to understand the chronology of events for each topic studied.
Children will have constant access to a wide variety of subject specific fiction and non-fiction books, available in history lessons, other lessons and in the class book area
Where possible we use a range of visual stimulus such as artefacts, videos and photographs for children to explore and investigate. We believe that handling real objects enhances the children’s historical knowledge, understanding and skills.
We aim for children to recognise that bias exists in some form in all historical sources, and this needs to be accounted for in their interpretation of evidence.
The use of ICT including CD-ROMs, web-based resources and interactive programs such as QR code trails enhances the students learning experience.
Teachers will assess learning using mind maps at the beginning of each lesson to recap prior learning and through the use of ‘quick quizzes’.
We recognise that children learn in a variety of ways, and so where appropriate, children will learn history outside the classroom, with visits to historical sites and museums
A wide variety of teaching approaches are used in history lessons to ensure children make good progress, and all learning styles are catered for. Class teachers ensure there is a good balance of whole class, group work and individual learning in history lessons. We also aim to incorporate presentations by teachers, visitors and children; drama and role play; discussions and debates and themed days or weeks to inspire all learners.
A typical topic for history will be sequenced in the following way:
Lesson 1: Identify the historical period on the whole school timeline.
Assess children’s prior knowledge.
Lesson 2: Introduce the topic, historical lens and curriculum links.
Lesson 3/4/5: Teaching of learning of significant event or person
Use of mind map to recap prior learning
Different tasks to assess retrieval of key information.
Use of historical skills to question source's reliability.
Discussion of skills used in lesson and how they are used in other subjects/real-life.
Lesson 6/7: Key enquiry linking the topic and lens.
We assess children’s work in history by making informal judgements as we observe them during lessons, by the use of a mind map at the beginning of a lesson to recap prior learning and with the use of ‘quick quizzes’ for assessment of fact retrieval. We mark a piece of work once it has been completed and we comment as necessary. An assessment is recorded in the pupils’ end of year report. Formative assessments are made against statutory end of key stage objectives.
All of our staff, senior leaders and Governors are involved in measuring the impact of our history curriculum in differing ways.
|History Progression 2020.docx [ docx | mb ]|