A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. (National Curriculum 2014)
The national curriculum for history aims to ensure that all pupils know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind. Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’. Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
At Scotton Lingerfield Primary school, our aim is to stimulate pupil’s interest and understanding about the life of people who lived in the past. We teach our pupils a sense of chronology, in order to develop a sense of identity and a cultural understanding based on their historical heritage. This enables our pupils to learn to value their own and other people’s cultures in modern Britain. We aim to teach pupils about the actions of significant individuals in history and enable them to understand important events in British History, appreciating how things have changed over time. Our history curriculum will allow pupils to develop an understanding about how Britain developed as a society as well as ensuring that they have an awareness of historical developments in the wider world. It is our aim that pupils, through the varied approaches used, will be enthused learners in history who achieve at least in line with expectations.
At Scotton Lingerfield School the journey to becoming historically literate begins in the Early Years. Our youngest pupils learn about history within the EYFS area of learning known as ‘Understanding of the World’ (ELG ’Past and Present’). The objectives are set out in the Early Learning Goals which underpin the curriculum planning. There are planned opportunities for children to learn about the past. Additionally, further learning may occur to follow pupil’s own interest.
Throughout Key stage 1 and 2, history is taught in blocks to allow children to become fully immersed in their learning and develop deeper understanding and depth. We follow the aims of the national curriculum and have planned our units so that there is coherent progress across year groups; Chronological understanding, historical understanding, historical enquiry, interpretations of history, organisation and communication and local history knowledge are all mapped out to ensure that pupils build on secure prior knowledge.
Our History curriculum has been constructed around key concepts to ensure that history is taught in a spiral, not linear, manner. We enable children to make connections, revise and recap previous history units taught through the use of learning journeys which encapsulate the children’s learning in a personal way. Using pictures, photographs, film clips (primary and secondary), key vocabulary and historical evidence as a starting point, pupils are encouraged to discuss and reason with curiosity what they are presented with and how this can be interpreted. Having studied historical evidence, pupils are encouraged to react to history and use this knowledge to discuss, present, debate, re-enact and write from different historical perspectives. This embeds and consolidates pupils’ understanding of history and its impact on society. In the wider, broad and balanced curriculum, pupils are exposed to a range of stories and poems from different historical periods and a range of ethnicities, including BAME, with the intention of deepening their knowledge of history further. At Scotton Lingerfield School, historical learning is made significantly more memorable by our carefully planned trips and experiences.
We expect our children to make outstanding progress over time, relative to their individual starting points. Children will be expected to leave Scotton Lingerfield Primary school reaching at least age expectations in history.
Assessment and monitoring
At the beginning of each unit, children complete a pre unit task to ascertain their understanding and allow gaps in learning to be identified. This enables the teacher to provide additional support and challenge throughout the unit for individual children.
Following each unit, children complete the pre-unit assessment at spaced intervals. These recalls allow children to recall previously learnt knowledge. Children are supported in addressing these gaps throughout these sessions.
Regular recalls support assessment of children. Results are added to tracking grids, which support end of year judgements.
The subject leader monitors the subject through: