- To ensure children learn and remember historical knowledge.
- To allow children build on prior knowledge through a carefully sequenced and progressive curriculum.
- To inspire a love of history that will last for the children’s lives.
- To broaden children’s understanding of the past from their immediate past to our local history, to history of the U.K and finally history of the wider world.
- To ensure children know that history is the study of the past and that historians use a variety of specific and general skills and techniques to investigate the past.
- To ensure that children understand that information can be presented in a variety of ways and that these sources of information need to be investigated and questioned for validity and usefulness.
- To show children that events, people and places in the past can have an impact on our world today and on the future.
- To ensure children will have a secure knowledge of the chronology of significant events, people and time periods locally, nationally and in the wider world. This chronological understanding will become more in-depth as the children progress through the school.
- To provide opportunities for children to use their historical understanding and to apply this in a variety of contexts and situations, for example, by considering the similarities and differences between different periods or ways of life or by making links between main events, situations and changes.
- Staff will use research around cognitive science to help children learn and remember more
- Staff will check understanding through spaced retrieval exercises
- History will be taught the first half of each term (unless different position agreed by co-ordinator) and will begin in the Autumn Term with a Local Study.
- Throughout units of work teachers will make links and encourage children to make links between past learning and historical events, periods or skills being taught.
- Teachers will ensure that lessons are clearly linked to a historical skill.
- Teachers will ensure that lessons are planned in sequences that provide children with the opportunities to review, remember, deepen and apply their understanding.
- In each unit of work, teachers will ensure that a wide variety of sources and resources are used – local resources, trips, visitors etc
- Book scrutinies are regularly undertaken and immediate feedback is given. This feedback should be followed up within 2 weeks of the book scrutiny taking place.
- Short ‘learning walks’ take place each term that History is taught in.
- Teachers will use informal assessments within lessons at the end of units to gain understanding and shape teaching and learning
- Opportunities are provided to enhance children’s experiences both inside and outside the classroom – trips, visitors, real life situations etc
- Knowledge drives the learning in class
- Inspirational teaching and learning takes place which promotes a curiosity and excitement about the subject.
- Children are provided with opportunities to collaborate in a variety of sized groups and on different sized projects.
- Children are given opportunities to succeed but also to be challenged and fail to promote resilience.
- Children know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have shaped
this nation and how Britain has influenced and been influenced by the wider world
- Children know and understand significant aspects of the history of the wider world: the nature of
ancient civilisations; the expansion and dissolution of empires; characteristic features
of past non-European societies; achievements and follies of mankind
- Children gain understanding of historical vocabulary and concepts
- Children can make historical enquiries
- Children make links with the past