Our high-quality History education at Meadowside Academy aims to inspire pupils’ curiosity to know more about the past, developing a knowledge and understanding of their local history, Britain’s past and that of the wider world.
- Chronology underpins History teaching at Meadowside. We plan our history teaching carefully so that our pupils can develop a sense of period - deep knowledge about a distinctive period of history - and also acquire understanding of the relationship between the different periods of history studied.
- The curriculum is taught in chronological order with pupils continuously building on prior knowledge and developing a narrative of British and world history as they move through school.
- Pupils develop the language and vocabulary skills needed to express their historical knowledge and understanding. This increases in complexity from ‘I can talk about when I was a baby’ to using a full range of historical terms and vocabulary accurately and in context.
- Children are passionate and curious historians and can share their knowledge and understanding.
- Children develop knowledge of key facts, significant people and places in history.
- In each key stage children learn about people and events from a variety of perspectives: from the family and local to the British (England, Wales, Scotland, Ireland) and wider world. Learning takes into account a range of perspectives: Political, Economic, Religious, Social, Scientific/Technological, Cultural/Artistic.
- Children make links and develop the awareness of how events that happened in the past have affected and shaped our lives today. .
- Children use increasingly complex primary and secondary sources to support their learning of the past. They develop and understanding of reliability of sources and the idea there may be different versions of the past.
- Where possible, historical studies are integrated with other history units, units from other subjects or larger topics/themes e.g using maps and charts linked to Maths, Geographical skills, scientific skills and literacy skills.
- Local history studies link with key periods of history taught in each year group. Children become sources of key local knowledge of our area.
- Inquiry based topic learning encourages curiosity and independence in learners.
- A clear progression in knowledge and skills taught throughout the school is in place and all staff are aware of how to implement this is class. Teachers assess and adapt learning for all children so all children including SEND, PP, and children with EAL are supported and challenged at their level.
- Teachers have a good understanding of how to support pupils with SEN in History and how best to use the rainbow curriculum to differentiate their lessons for all learners.
- Key progression of vocabulary is developed and shared across school.
- Key vocabulary is displayed on topic working wall and is discussed and revisited in lessons and as children progress through school.
- Whole school CPD linked to timelines and developing timelines at age appropriate levels- FC to deliver ( See Appendix 1).
- Teachers have a clear idea when planning each unit what knowledge the children will have acquired by the end. Big Idea and Humanity writing books have a clear History objective for each session linked to Chronology and change, Historical knowledge and awareness or historical study ( See Appendix 2).
- Build in progression in Historical knowledge by increasing the complexity of thought, depth of knowledge and application of historical skills expected using Rainbow Curriculum progression document.
- Bloom’s Taxonomy questioning is used in every classroom which covers six key question strands (Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation) and encourages a greater depth of enquiry.
- Teachers to use a range of teaching methods to support their teaching of historical knowledge and awareness ( See Appendix 5)
- At least one visit (to a museum or local historic site) is planned in every year for each year group. Through visits children can glimpse the scale and texture of real lives in the past.
- Develop the use of local history studies and local history links- history societies, Knaresborough castle, Mother Shipton, Blind Jack.
- Develop key understanding of Knaresborough’s history in KS1 then extend this to York as a key city throughout Roman and Viking History in KS2.
- 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 to develop Long Term planning together linked to each Big Idea. ICT is used to support learning by making films, videos, pic collage.
- Children are curious and passionate historians with an ever growing skill and knowledge set.
- All children make good progress from starting points in History and are supported to reach their full potential. SEN and PP children feel confident they are making progress in History and can talk about their learning with pride.
- Children develop a secure knowledge of chronological order of 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 working wall and incorporate key vocabulary in their discussion based and written work.
- Outcomes in topic and literacy books, evidence a broad and balanced history curriculum and demonstrate children’s acquisition of identified key knowledge and a progression in skills.
- Pupil’s historical knowledge is increased- Pupil voice ( See Appendix 4) shows children are able to talk confidently about their historical knowledge from each Big Idea covered. When asked for key dates or people they can answer and often embellish their answers with details and their personal understanding.
- Skill progression in history across school is clear - Book Scrutiny shows clear progression in historical knowledge taught throughout each unit and throughout school. Clear progression in skill is used by all and can be easily assessed.
- Increased pupil engagement and enjoyment in History.- Big Idea book and pupil voice shows a range of different teaching methods to engage all learners. There is a broad balance rather than just all enquiry work. Pupil voice shows pupils are bale to discuss investigation work, artefacts, historical stories , quizzes etc in line with these different teaching methods.
- Assessment of History knowledge is based around the key enquiry question for the topic. It is used to inform future planning by teachers to stretch more able pupil’s to reach their full potential and support Children with cognition and learning needs to access content that makes sense to them and they can understand.
- History is brought to life at Meadowside- Pupil voice shows children are able to talk about their visits to key historical sights, museums and how this supported their learning and understanding. Perhaps English work such as recounts or information texts could be completed as a record?
- Children are able to understand their local history- Children of all ages are able to talk confidently about some aspects of their local history. Whether it be KS1 children talking about the prophecies of Mother Shipton or KS2 children discussing the significance of York as a key northern city for invading armies to take the north of England throughout history and how this has impacted our lives today.
The subject guide below shows the Long Term Plan for History and the skills progression through the Rainbow continuum.