History

Intent

At Barwic Parade Community Primary School, we have designed our History curriculum to ensure that our pupils develop a deep understanding and appreciation of the past, both locally and globally. Our curriculum is carefully sequenced to build upon prior learning, enabling pupils to make connections between different time periods and events, and to develop a strong chronological understanding. It is closely aligned with the school's overall vision and values. By developing an appreciation and understanding of the past, we aim for our pupils to enhance their cultural capital, their understanding of the world around them, and their sense of their own heritage.

Our curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. Pupils will be taught the key historical skills of chronology, historical understanding (including cause and consequence & continuity and change), historical interpretation, historical enquiry and communicating historically alongside historical knowledge and key vocabulary. We have carefully considered the prior knowledge and skills of our pupils, and have structured the curriculum to build upon their existing knowledge and provide links and opportunities for revisiting key learning. We have identified key "Characteristics of a Historian" that we aim for our pupils to embody, including the ability to think critically, communicate ideas effectively, and make robust and critical use of historical evidence.

Implementation:

• History teaching is alternated with geography every half term; history is taught during Autumn 1, Spring 1 and Summer 1 terms.
• History lessons are 1 hour per week and are taught as part of our mixed-age curriculum.
• Curriculum medium term plans outline the specific knowledge to be covered within each unit of work.
• Knowledge organisers are in place which match the knowledge outlined in the medium term plans. These are used to support teachers with assessment of historical knowledge.
• Historical skill coverage is specified within each medium term plan and a progression of skills outlines how these develop throughout the school.
• Key stage one cover two units of work per half term under the following themes: events beyond living memory and significant inventions, the lives of significant individuals and changes within living memory and local history.
• Substantive knowledge is grouped under the following concepts: Who, when, where; Settlements and society; Technology and invention; Invasion and Empire; and Significant people.
• All units of work begin with ‘Who, when, where’ lessons which focus on the skill of chronology, putting new learning into context.
• History learning is celebrated in school through use of displays, presentations and class assemblies.
• Where possible, links are made across the curriculum to areas of history studied.
• Black History Month is celebrated across the school each October.

Impact

Our successful approach to the teaching and learning of history will result in pupils having the following characteristics at Barwic Parade:

• Be passionate about history, showing enthusiasm and curiosity in their learning.
• Be able to analyse and think critically, making informed judgements based on their knowledge of the past.
• Show an awareness of how historical events have shaped the world that we now live in.
• Be inquisitive, asking questions and pursuing these interests to discover the answers, understanding topics more deeply.
• Speak clearly and informatively about historical topics, using the appropriate vocabulary and making links across different periods.
• Demonstrate a good understanding of chronology, continuity and change.

Teachers will use regular mini quizzes, presentations (both written and verbal), discussions and cross-curricular links to revisit learning and aid the process of moving pupils’ knowledge to their long-term memories. Teachers will use Otrack at the end of the year to assess pupils’ attainment and progress in historical skills.