History
To inspire a curiosity to learn more about the past; unlocking their potential.
Intent
It is our intent for the History element of our school curriculum to inspire pupils with a curiosity and fascination about the history of the world and its people through a thematic approach. At Farndon Primary School it is our intent that the history element of our curriculum will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world through a thematic approach. We aim to inspire pupils’ curiosity to know more about the past – locally, nationally and around the world. As our pupils, they will become equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We want 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.
Implementation
History is taught in blocks throughout the year, so that children achieve depth in their learning. The key knowledge and skills that children acquire and develop throughout each block have been mapped to ensure progression between year groups throughout the school. At the beginning of each new history topic, teachers refer to classroom timelines to develop children’s understanding of chronology through a sheet stuck in their Study book along with the key vocab and sticky facts.
Each topic is introduced with reference to the chronology of previous topics (including those from previous years). The Fluent in Five checks are used to check existing knowledge at the beginning of each history topic and this process informs a programme of study that is responsive to children’s interests. Key knowledge is reviewed by the children and rigorously checked and consolidated by the teacher. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians.
Cross curricular outcomes in history are specifically planned for and these are indicated on the school’s progression mapping. The school’s own context is also considered, with opportunities for visits to places of historical interest and learning outside the classroom also identified and embedded in practice. Visits to the local area and use of local artefacts, such as Chester for the Romans and Burwardsley for Bronze Age houses, also support contextualised learning, as well as the acquisition of key knowledge and systematic development of key skills.
Planning is informed by and aligned with the National Curriculum. In addition, staff have access to the Twinkle plans and resources. However, teachers’ lesson design is not limited by the scheme and teachers have access to further guidance from national agencies, including the History Association, of which the school is a member. The history curriculum is designed to ensure appropriate diversity in the significant figures that children learn about. Teachers’ cater for the varying needs of all learners, differentiating activities where necessary and as appropriate, and ensuring an appropriate level of challenge. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Impact
Outcomes in Study books and class WOW books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge.
Emphasis is placed on analytical thinking and questioning and children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past. Through this study pupils ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular enhancement opportunities are planned as part of our GET SET GO curriculum that provide further relevant and contextual learning, engaging members of the community in children’s learning and providing positive role models from the community for children to learn from.