History Curriculum Statement
|At St. Anne’s, we aim to inspire pupils’ curiosity to discover the past and develop a well-balanced understanding that allows them to enjoy all that History has to offer. Children develop their knowledge of significant events in British and world history, gain an appreciation of how things have changed over time, develop a sense of chronology and see the diversity of societies and relationships between different groups of people. History prepares children with life skills for becoming responsible citizens, helping them to understand change and developments in society. Opportunities to ask perceptive questions, think critically, consider evidence and formulate arguments are offered. Lessons challenge preconceived ideas, broaden pupils’ views and allow children to become critical, analytical thinkers.
|All children are expected to succeed from their starting points, developing an enthusiasm and enjoyment of History learning and discovery.
|Teachers teach the knowledge and skills to succeed in History, providing examples and modelling high expectations.
|Children can apply and link their History skills to all areas of the curriculum and daily life.
|Subject specific vocabulary is taught, applied and built upon as topics are revisited to ensure understanding. Pupils gain and deploy a historically grounded understanding of abstract terms (e.g. civilisation, democracy, empire, parliament, peasantry).
|Curriculum coverage and progression (please click for more details)
|Whole school events
|The acquisition of key knowledge is an integral part of our History lessons. Topic knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit, outlining what they are going to learn. At St. Anne’s, we follow the National Curriculum.
|Pupils develop an understanding of chronology and a concept of time. They are able to use a range of historical sources to understand concepts including continuity and change or cause and consequence. Children can differentiate between source types and explain how interpretations of events might differ.
|Walks in the local area, field trips and visits by local experts are all important parts of the curriculum. Opportunities to explore historical artefacts, buildings, documents films and photographs enhance learning. Children have real life experiences, learning about History in an active way and discovering connections to the locality and wider community.
|History days allow children across the school to mix and focus on a specific History topic for an entire day, offering them the opportunity to explore artefacts and gain hands-on experience of how things were done or made in the past. Such experiences allow pupils to learn in a creative and practical way.
|Cross curricular links
|Real life context
|Support and challenge
|Carefully planned questioning encourages deeper thinking and reasoning. Open questions are used to enable the pupils to explore their own ideas and clarify their thinking.
|History is taught as a subject within topics. Staff have a good understanding of what the children have been taught previously and links are made to check the understanding of links. We have identified the key knowledge for each year group, and we check this understanding in a variety of creative ways to ensure the children can remember prior learning and apply it to the new. Close links are developed with many other curriculum areas for example English, Geography, ICT and PSHE (Citizenship).
|Pupils work as historical enquirers, developing the ability to apply questioning skills, carry out research and present their findings effectively through art and design, ICT, live presentations (e.g. class assemblies) and writing. Children are taught to reach clear conclusions and explain their findings in a well-balanced manner.
|Teachers create a positive attitude to History learning within their classrooms and reinforce an expectation that all children can achieve high standards. Children are supported and challenged in their learning.
|Formative assessments are made throughout the year. Teachers also make a summative judgement about the achievement of each pupil against the subject milestones for History in that year. At this point teachers decide upon a ‘best fit’ judgement as to whether the pupil has achieved and embedded the expected learning goals, exceeded expectations or is still working towards the goals. Each topic ends with a 'quiz' which shows the level of understanding and knowledge retention for that particular topic.
|Evidence in knowledge
|Evidence in skills
|Pupil voice is used to develop the History curriculum, through questioning of pupils’ views and attitudes towards History lessons. Book scrutiny, professional dialogue and governor visits are all used regularly.
|Pupils show a well-balanced understanding of local, national and international History, including how events in different countries are interconnected. They can offer comparisons and contrasts and make links across historical periods, becoming increasingly analytical in their thinking and aware of how historical events have shaped the world.
|Teachers ensure that skills are built and developed throughout children’s time at the school. Pupils can apply their knowledge of History when conducting research They continue to ask questions and be curious about their own history and that of others. Children are able to place events in context using features of historical writing and appropriate vocabulary.
|Pupils’ achievements reflect planned outcomes. Children achieve Age Related Expectations (ARE) at the end of their cohort year and are fully prepared for their next stage of learning. Children who have gaps in their knowledge receive appropriate support and intervention to ensure that progress is made.