Intent 

At Leigh Academy Langley Park, our History curriculum is a cornerstone of inquiries within the PYP. It engages and excites children’s curiosity and supports the development of key historical knowledge, skills and concepts through the study of British and local history and other significant time periods and societies. In understanding periods, events and people from the past, our children will gain cultural capital and have a greater appreciation of today’s world and their place within it. History on a world scale as well as on a personal scale will build awareness of children’s own heritage and enable them to be aspirational about the role they can play in the future. History at LALP is ambitious and motivating. We are ambitious in our coverage of History and sequential teaching of core skills and concepts; motivating through exciting learning, trips and visitors that give all children an opportunity to explore and question the past.

We intend that our children will:

• Possess a secure understanding of the chronology of significant time periods and societies, in Britain and beyond.

• Think critically and analytically.

• Discover connections between the History they learn and the wider community today, helping them to appreciate diversity in the modern world and their place within it.

• Further their knowledge of continuity and change over time.

• Differentiate between source types and explain how and why interpretations in History may differ.

• Recognise similarities and differences within and across historical time periods.

• Conduct inquiries into historical themes and questions and form their own opinions and interpretation of the past based on evidence.

The curriculum is led and overseen by the PYP lead and History lead. The History lead will ensure a regular programme of monitoring and evaluation, and the celebration of good practice informs our commitment to improving teaching and learning History.

The teaching, learning and sequencing of the History curriculum is as follows:

• A blocked curriculum approach has been implemented to ensure coverage of knowledge and progression in skills and concepts.

• In EYFS and KS1, children will focus on the world around them and their living memory of History before moving to events that go beyond living history. This will ensure a firm foundation for KS2 History.

• In KS2, the History curriculum is planned with chronology in mind to allow children to build an image of History over time and to use their knowledge of previous periods, events and people to better understand current learning.

• The progression of knowledge and skills are set out in order to build and develop the following concepts:

  • Chronological understanding

  • Significance

  • Similarity and difference

  • Cause and consequence

  • Continuity and change

  • Enquiry

  • Interpretation

• Lessons will develop long-term memory by allowing for repetition of learning within the year and across years.

• The use of Medium-Term Plans and SOLO Taxonomy expectations sequence the areas of History covered within Units of Inquiry.

• Where appropriate we use historical artefacts, visitors, workshops and visits to excite and intrigue our children to find out more about events and people from the past. We aim to give our children as much understanding as possible about what is was like to be around at a particular period in history by having practical and experiential lessons where possible.

• We will use assessment for learning to ensure all lessons are relevant and will help to plan for next steps.

• Subject co-ordinators are given regular time to ensure resources are kept up to date, to monitor subject across the school, create action plans and to provide subject feedback to SLT as appropriate.

Impact 

• Children are engaged, curious and resilient in History lessons and relish the challenge and opportunities for fun that the subject offers.

• Children are critical and analytical in their thinking, making informed and balanced judgements based on their knowledge of the past.

• Children are aware of how historical events have shaped the world today, including History at the local and personal level.

• Children develop inquiry skills to pursue and investigate their own interests within a topic and develop their Learner Profile Attributes.

• Children visit historically relevant sites and museums and learn from visitors to enhance their learning in History and create positive memories.

• Children retain learning and explicitly make connections between what they have previously learned and what they are currently learning.

• Children are able to articulate what they have learned in History and can describe significant periods, events and people from the past.

• Children remember more, know more and can do more.

• Staff will receive CPD where necessary to ensure they are able to understand how the curriculum impacts knowledge, skills and understanding. This is tracked effectively across the year groups to inform next steps, including challenge. This takes the form of assessment, but also pupil voice, inquiry books and tracking. 

• Learning in all year groups is progressive to ensure no time is wasted by repeating skills and understanding. Prior knowledge is identified at the start of each new inquiry. 

• Impact is assessed using formative and summative assessment. Each year group tracks and evaluates the skills taught across the National Curriculum and evidence of progress is noted on the coverage document. 

• Monitoring is also conducted by middle and senior leaders along with Governors and Academy Directors. This informs discussions around next steps. Pupil voice is also collated regularly through the School Council, Questionnaires and Learner Profile evaluations. 

• Information for parents is shared through the school website, weekly newsletters and parent workshops. Parental views on the impact of the curriculum is a focus for questionnaires throughout the academic year.