Meadowside Primary Academy

History

Intent:

Our History curriculum aims to foster a curiosity and passion for the past that our children will take with them into secondary education and beyond. We encourage our children to be courageous and inquisitive in their learning. By introducing our children to a wide range of historical periods locally, nationally and globally, as well as including the diverse experiences of those of different cultures, races and genders, we hope to foster respect, kindness and tolerance.

The key skills of chronology, historical knowledge and understanding, source analysis and historical enquiry underpin all of our history teaching. Each history lesson has an objective focusing on one of these disciplinary skills.
We intend for all children to have a strong sense of chronology. We plan our history topics carefully, so that children can develop a sense of period and acquire an understanding of the relationship between the different periods of history studied. In KS2, our curriculum is taught in chronological order, to allow children to continuously build on their prior knowledge and develop a strong chronological foundation.
In History lessons, children develop knowledge of key facts, significant people, places and cultures in history. Retrieval practice, knowledge organisers, and revision of previous learning allows children to be secure in this foundational knowledge.
Our History curriculum takes into account a variety of perspectives, including political, economic, religious, social, technological and cultural. Wherever possible, links with other curriculum subjects such as Art and Science allows for our children to strengthen their historical understanding. Our children learn about a range of historical topics, including local history, British history and World history.
All children are given opportunities to study the history of diverse people and cultures, both at special times of the year, such as Black History Month, and within regular lessons.
Children are given opportunities to make links between different periods studied. They are introduced to the historical concepts of continuity and change, cause and consequence, and significance.
Children are given access to increasingly complex primary and secondary sources to support their learning. They develop an understanding of the reliability of sources, and the idea that there may be different versions of the past. Children are introduced to archaeology, and start to understand how artefacts are used to understand ancient cultures.
We intend for all children to complete a local history enquiry every year. Wherever possible, we link our local history with the other history topics taught in each year group. We aim for our children to become sources of key local knowledge of our area.
We believe that every child has the right to study a broad curriculum. Our SEND and EAL children are supported to access the curriculum in a variety of ways, including scaffolding, teacher support, and the use of KUNCU strategies. Each year, we identify students who show Greater Depth in History, and these children are supported and challenged in a variety of ways, including open questioning.

Implement:

We use an enquiry-based History curriculum, which encourages curiosity in our learners. Overarching enquiry questions gives meaning to our children’s learning.
There is a clear progression of knowledge and skills as children move through the school, as shown in the Long Term Plan and Progression of Skills document. Teachers are aware of how to implement this planning in the classroom. In Year 6, children start to be prepared for the KS3 curriculum.
All History lessons have a clear historical objective, linked to chronology and change, historical knowledge and awareness, or historical study. Teachers use the long term plan and the Progression of Skills to support the creation of these.
Chronology is taught regularly throughout the school, using a range of concrete and pictorial representations. The LTP for KS2 History allows for children to compare periods of time chronologically, as well as across countries. Whole school history displays and assemblies helps to cement this understanding.
Teachers have a clear idea of the knowledge that will be acquired and remembered by the children at the end of the unit. They use unit Knowledge Organisers to share this with the children and their parents.
Teachers use retrieval activities regularly, to assess the children’s memory of key historical knowledge. This includes knowledge of the current unit, as well as previous learning.
Children complete a local history study every year. Historical visitors and trips are highly encouraged, and children will visit a historical site or museum every year.
Cross-curricular work offers a creative way to develop children's knowledge, skills and understanding while motivating them to learn through stimulating, interconnected topics. Staff and subject leaders develop Long Term planning together linked to each Big Idea.
We understand how key knowledge of specific, tier-3 vocabulary is to historical understanding. Staff are given key vocabulary for each unit, and this is displayed on Big Idea boards, as well as being included in the Knowledge Organiser. Vocabulary is developed and shared across school, and regularly revisited in future year groups.
Assessment for History is based on the key enquiry questions for each topic. Teachers assess children’s understanding using a range of methods, as explained in the assessing foundation subjects document. Teachers use their assessment to inform future planning, and differentiate their teaching for SEND and GD pupils.
ICT is used to support learning where appropriate. Children are given opportunities to research online, create videos, and use pic collage. Children also have access to the history resources on Purple Mash.
Diverse history is studied and celebrated explicitly during Black History Month and Women’s History Month. Diverse history is also included within regular history units wherever appropriate. Children are encouraged to consider historical periods from a range of different perspectives.

Impact:

By the end of their time at Meadowside, we aim for children to be curious and passionate historians with an ever-growing skill and knowledge set.
Outcomes in the Big Idea and Humanities books evidence a broad and balanced curriculum, and demonstrate children’s acquisition of identified key knowledge and a progression of skills.
Moderation and book scrutinies show a clear progression of skills developing through the year groups.
All children will make good progress from starting points in History, and are supported to reach their full potential. SEND, PP and EAL children enjoy a broad and personalised curriculum.
Children can talk about their learning with confidence and pride. They remember their history learning from previous years and are able to use this to support their current learning.
Children develop a secure knowledge of chronology, in both British and world history.
Children are able to effectively use age-appropriate historical vocabulary- Vocabulary gain becomes more than just a word list and supports teaching. Children use and refer to displays and knowledge organisers and incorporate key vocabulary in their discussion based and written work.
Assessment means that teachers have a secure understanding of their pupils’ progress in History, and are able to use it to support and challenge their pupils, as well as inform future planning.
Pupil voice shows that children have experienced a wide range of historical sights and museums, as well as visitors. Pupils can talk about how these experiences supported their learning.
Children understand and talk confidently about their local history.
Children are able to talk about a wide range of diverse perspectives and consider lives that are very different to their own.
Children are fully prepared to access and enjoy the KS3 curriculum when they leave Meadowside.