- We aim to create the very best historians, well equipped to continue their studies in history as they move throughout their education. We challenge pupils to think, act and speak like those working in the field would. We do this by developing a consistent approach across all year groups.
- Knowledge and skills are explicitly taught. By knowledge we mean the people, events and developments from the past that children will learn about. The word skills, is regarded as a form of knowledge itself, and is used to cover all the various processes that children need to develop if they are to get better at a subject. Skills can both refer to a process of doing something (interpreting source) but also a thought process in order to understand big concepts such as change, continuity, consequence etc.
- We are committed to following the subject content of the National Curriculum which defines all these different aspects of history and how pupils’ learning should develop over each key stage.
- It is fundamental that children develop chronological knowledge, both in terms of sequencing periods of history and of having a clear sense of the characteristics of a particular period. Linking learning within and across key stages is considered essential to developing the bigger picture of history.
- Key historical terms are taught well and in context.
- Historical concepts (those we intend to be stored as longer term knowledge) need to be rooted in the study of actual historical people, events, and development.
- Collaborative planning lies at the heart of our curriculum implementation. We are committed to improving dialogue between and across phases and settings; with primary and secondary colleagues working closely together to develop high quality units of work, rooted in historical content. These are focused on embedding challenge, metacognition, retrieval and practice. They also provide pupils with further opportunities to develop their literacy skills within a historical context.
- Planning of each unit is rooted in four key concepts including: Chronology, Communicating History, Investigating the past and Thinking like a historian.
- Opportunities to extend learning outside the classroom are interwoven into the curriculum, for example, through educational outings and visitors.
Curriculum progression is clear:
Progression through each unit is tracked with the children, to provide purpose for learning:
|Sequential components of learning||Arrival of the Anglo Saxons||Life in an Anglo Saxon settlement||The arrival of Christianity in Anglo-Saxon Britain||Case study: Lindisfarne Priory||Case study: Monks of Lindisfarne||Arrival of the Vikings||Assessment task: How did life change for the Anglo Saxons in the North East of England?|
Pupil dialogue and work in books shows a high standard of history being taught. Pupils are able to talk with historical language and vocabulary about a particular period. They can make links and connections to what they have been taught previously. Historical learning and enjoyment is visible.
Please see our History progression of skills and History policy documents below: