History Lead - Miss Cooke

We believe that History helps to enrich  knowledge and provide a deeper understanding of Britain’s past as well as that of their wider world, to which we belong. Children are encouraged to be curious, to ask questions, use evidence to think critically and develop perspectives and judgements. History is a vehicle to equip pupils with the skills to understand the lives of people, the changes and relationships within societies as well as being aware of their own identities and the challenges of our times.  

Intent

We offer a high-quality history education that will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We believe that history should inspire pupils’ curiosity to know more about the past. We aim to equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups. It also helps children gain a sense of their own identity within a social, political, cultural and economic background. We intent to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically secure knowledge of History.

Implementation

At Waterside Primary Academy, we base our history curriculum around the Kapow Primary scheme which follows the spiral curriculum model where previous skills and knowledge are returned to and built upon. In meeting the National Curriculum for history, the curriculum is split into the following key strands which interweave through all units to create engaging and enriching learning experiences which allow the children to investigate history as historians do: Substantive knowledge including, topic knowledge, chronological awareness and substantive concepts, and Disciplinary strands including, historical enquiry and disciplinary concepts.  

Each unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. Children will develop their awareness of the past and will know where people and events fit chronologically, identifying connections, contrasts and trends over time. The Kapow Primary timeline supports children in developing this chronological awareness.

Units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, evaluate and conclude, Communicate) when answering historical questions. Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. Teachers are also able to adapt their teaching to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are also available if required.

Children are provided with enrichment opportunities including, theme days, visitors and external trips to museums for example.

Impact

Pupil progress is measured through the following methods:

• Assessing children's understanding of topic linked vocabulary before and after a unit is taught

• Summative assessment of pupil discussions about their learning

• Images and videos of the children's practical learning

• Interviewing the children about their learning (pupil voice)

• Moderation in staff meetings where books are scrutinised and there is an opportunity for dialogue between teachers to understand their class's work

• Marking of written work

• Subject leader monitoring through lesson drop ins, teacher voice, action plans and governor reports