History Intent Statement
Our pupils experience a history curriculum which inspires, engages and provides opportunities for them to develop a thirst for historical knowledge and an understanding of how the past impacts on the present. History is by nature an investigative subject which develops an understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the past and its influence on our lives today, promoting a sense of chronology.
History is taught throughout the year in EYFS and each term in KS1 and KS2. To support the children in developing a sense of chronology it is important that the class teacher has available a timeline to refer to regularly.
Progression is planned for across KS1, Lower KS2 and Upper KS2. History focussed key questions and a history vocabulary list are in place for each year group. At the end of each topic, history knowledge is assessed in the form of ‘sticky knowledge mats’. Staff use the history long term planning documents and the scheme of work to plan medium and short term, which indicate learning intentions, vocabulary and linked activities that build knowledge and skills for the planned history theme. Short term planning allows for differentiation to be planned for in more detail or for any AfL that will take place. Teacher’s history feedback and marking support the process of immediate responsive teaching. Children present their history learning in exercise books that, through monitoring are expected to be of the same standard as other books such as English and Maths.
Outcomes in history books and observed work in EYFS, will show a broad and balanced history curriculum, where children learn key skills and knowledge in a progressive manner and linked to the schools long term planning documents. Children will review their successes in achieving history objectives and be able to answer key historical questions about the particular theme they are learning. History skills will be embedded alongside knowledge. Learning will be broad and deep and cover the three main aspects of history identified in the school’s non- negotiable statements (chronological understanding, knowledge and interpretation and historical enquiry) which in turn cover the national curriculum statements for each key stage. More able children will be provided with similar learning in different contexts to enable them to extend their history knowledge and skills. Where children are identified as not being on track for history ARE, teachers will support as needed.