History helps us make sense of the present and the past
Progression through our history curriculum means that children are able to know more is remember more. Children being able to recall prior learning with ease to assimilate and understand accumulated knowledge. Our teaching enables long term memory storage of information over an extended period. We ensure our curriculum builds schemas (webs of meanings and ideas associated with different terms). Our curriculum tailors to suit local needs and appreciates history on a local, national and international level. Our bespoke curriculum is unique in that it is tailored to the needs of our pupils while abiding to the outomces of the national framework for history. We have constructed and adapted a curriculum that is ambitious and that is designed to give all leaners, regardless of their background or starting point, the knowledge and cultural capital they need to succeed in the future and become citizens of the world.
Our history curriculum is bespoke and caters for the needs of our pupils based on our knowledge of them, their community and locality. There is a strong need for pupils to understand the forces that have formed their local communities, set within the context of international and national development. As there has been little recent migration into the area, pupils need to have their awareness and acceptance of different cultures heightened with an understanding that their communities played a role in Britain’s impact in the world which in turn had a knock-on effect on bringing migrants to Britain in the past. Pupils also need to understand that Lowestoft has a rich fishing history, that has been shaped by factors that changed over time. Therefore, makes sense for pupils to experience an interweaving of local, national and international history (based on the national curriculum requirements) that makes references to the rich archaeological treasures and sites available for them nationally and locally. The history curriculum at our school addresses some of these issues and gives our pupils the powerful cultural capital they need to understand the world in which they are growing, therefore we will give our children: a strong understanding of the history of the British Isles and Lowestoft’s place within it; knowledge of the push and pull factors that have prompted migration in different places and times but especially into and out of the British Isles; experience of diverse cultures and consider questions of social justice, inequality and how these issues have affected people in the past.
We ensure children receive the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and heling them to engender an appreciation of human creativity and achievement. We ensure pupils understand invaluable knowledge throughout our curriculum through creative, rigorous lessons that cover a breadth of concepts that are linked and singular. Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. We ensure this by providing our pupils with a full curriculum that covers a full range of subjects so they gain a knowledge of the wider world. Our history curriculum is progressive and build upon itself to ensure the children receive a broad and balanced curriculum. Pupils develop a chronologically secure knowledge and understanding of British, local and world history. It notes connections, contrasts and trends over time and develop the appropriate use of historical terms. Pupils can regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance. They can construct informed responses that involve selection and organisation of relevant historical information. They understand how our knowledge of the past is constructed from a range of sources.
Our curriculum has been thought of carefully; it has appropriate coverage; it is sequential and structured, and is implemented and adapts to the needs of our pupils. Learning is sequenced and the knowledge and skills are built upon in every year group and link to ensure knowledge is accumulated and built upon. In addition, we take advantage of cross curricular links to ensure depth of particular areas of study. However, we do not make tenuous links but we utilise our curriculum to ensure breadth and depth with in our children’s education. By doing this we have a coherence which comes across subjects as well as. within them. The curriculum is planned right through from Nursery to Year 6. Pupils recap important knowledge on a regular basis. Opportunities for pupils to use and apply their learning is built into our curriculum to ensure they can use and apply their learning through a variety and different forms of tasks and assessment points. All subjects are set out clearly in the order they need to be taught. The subject and lesson is designed so that each pupil will build upon their prior learning and to link all other related subjects. Learning in history encourages children to work together, to gather evidence, to discuss issues, to weigh up possibilities, to listen to others, and to make conclusions that are based in evidence.
We develop and adapt are curriculum to the needs of our leaners via a scaffolded approach to cater for all needs. We provide children with additional challenges to ensure depth of the content in which is being covered. We ensure all children are not prevented from accessing the computing curriculum because of need or circumstance and in this occasion we provide resources and assistance to make sure every child achieves. We want the use of technology to support learning across the entire curriculum and to ensure that or curriculum is accessible to every child.
We ensure children know about the opportunities available to them in the future by exposing them to a variety of scientists (in lessons and in person); trips/visits and through science theme days to raise the profile of history and to actively encourage pupils’ interest in the subject.
We advocate flexibility within our curriculum planning so that we can address identified gaps in any pupil’s knowledge and skills.
Over a sequence of lessons children’s learning and skills will be built upon to further their scientific understanding. We do this through exploring smaller steps of learning in each lesson to ensure depth of a topic and in turn means: fewer children struggle, children develop their knowledge whilst making connections from previous lessons, children could be challenged to understand the basic idea more deeply through independence, broader thinking and by taking ownership of skills and processes.
Previously taught content is revisited through making connections in lessons and through exploring and building upon past learning.
All lessons start with a ‘Do Now’ that gives the children sufficient opportunities that are planned to revisit previously learned knowledge, concepts, skills and processes. The start of every lesson builds on previous knowledge, concept or idea from the previous lesson or from the content that was taught in the previous year.
All lessons will involve history vocabulary; conversations and discussions around key ideas; children applying their knowledge and skills (in varying forms) and a variety of different assessment strategies to ensure the children are secure. This means that each lesson may look differently depending on the area of learning or the skill or process that is being mastered.
Modelling (MY, YT, OT) is key to ensuring children have a full and competent understanding in every lesson to ensure the effective teaching of concepts. These scaffolds are only removed when children have a deep understanding.
Discussion and conversations are integral to children’s understanding and therefore we ensure children talk about their ideas and question each other’s thinking.
Through our history curriculum children will:
- be engaged and challenged
- be able to succeed in all history lessons because learning will be appropriately scaffolded
- make good and better progress from their starting points
- know how and why history is used in the outside world and in the workplace
- talk enthusiastically about their history lessons and speak about how they are passionate about history through discussion and feedback
Assessment and monitoring in history:
• Lesson observations, book monitoring and learning walks
• Gathering pupil voice (Junior Leaders)
• Moderating pupils work to ensure accurate assessments are made
• Tracking pupils’ progress
• Check for Understanding used as a formative assessment tool that informs planning and intervention