History Curriculum Statement

Intent

History  teaching is embedded in many different subject areas. Coverage of History should be planned according to the yearly overview and topics with the development of children’s subject knowledge embedded in each session. 

Children will meet the National Curriculum expectations in History, which will be taught by highly-qualified, enthusiastic staff who will support children to develop knowledge and skills and inspire enthusiasm and interest in the subject. National Curriculum objectives will be covered sufficiently through inquiry led learning with children gaining a broad understanding of historical knowledge while using inquiry skills and questions to make relevant connections to other subjects and prior learning. 

Outdoor learning opportunities continue to be established – especially in the Foundation Stage.

In History, children will develop the skills to appropriately use research and sources to consider historical information and to develop a range and depth of historical knowledge and chronological understanding.

Children see learning in History as an on-going process not a one-off event.

Teaching involves creating a wide range of happy and rich memories and children are provided with interesting and exciting historical experiences. Children will understand how British Values relate to History.

Implementation

The vehicles which drive learning throughout the modules is the Central Idea and associated Lines of Inquiry, which engages children in exciting lessons. Wider social issues are incorporated into Inquiry lessons.

Talk is used to promote discussion, evaluation and enquiry. These discussions also give children the opportunities to ask their own questions. The use of the classroom environment is varied with practical tasks, use of ICT, research, sources and written work being used to create varied and interesting lessons that all abilities and needs can access.  Each class has an Inquiry display showing the children's findings, work and learning journey. Group work embeds knowledge and independent learning. 

Children have opportunities to work both independently and as part of a group to explore a variety of sources that are linked to the topic. History plays a key role in the achievement of the learning aims of the vehicle. For example, pupils looking to exhibit work may decide to open a museum in their classroom; to enact this successfully, they may decide to visit a local museum or National Trust property to gain knowledge and understanding of the eras that they are working on. 

Pupils will also undertake a local History study with relevant experts being used in the teaching and learning process. Use of the Horsmonden nostalgia society and local knowledge will enhance the children’s depth of understanding enabling them to make connections between locality and the wider world. Learning is adapted to fit the needs of individual learners in the class.  Use of questioning deepens the childrens research.

By learning through inquiry,  children pose questions and develop research skills to discover answers. At the start of the Inquiries children have the opportunity to reflect on what they know and what they would like to find out. Teachers make the best use of new technology to enthuse pupils and provide immediacy and relevance. Children will learn about key figures from history.  Teachers use Bromcom and PYP Programme of Inquiry (PoI) to record children’s progression of skills in social studies. Peer and self-assessment are also used to embed the high standards and gain an understanding of a building skillset.  AfL questions are used in lessons to check understanding. Pictures can be taken and put in the class floorbook to document the learning journeys and give the children opportunities to reflect on their learning.

Impact

Each lesson will include live marking (as per the Feedback Policy). EYFS observe and extend their interests verbally. An assessment grid (the Foundation Skills Assessment Sheets) is used to formally record an overview of progress. 

Children’s learning should be displayed as well as prompts and learning resources. Resources are used to enhance displays. Children of all abilities and backgrounds achieve well in History reflected in outstanding progress that reveals a clear learning journey. Visual prompts and thought-provoking questions ensure that connections are made and understanding deepened. 

Children talk enthusiastically about their learning in History and are eager to further their learning in the next stages of their education.

Children are happy learners who have a thorough grasp of historical knowledge, which they retain and reflect on. They experience a wide range of learning - delivered through local, national and international contexts as well as challenges within the subject. 

Key vocabulary and images are displayed and evidence of learning is in books. All social studies work to be completed in Inquiry books. High quality teaching responds to the needs of children.

Resources

Teachers are beginning to build self made websites to aid research for History. The use of ipads and the school library to research has enhanced learning. Teachers use the local area and local people to embed a sense of community. Sources and artefacts are used to further embed inquiry skills and help the children make links to other topics or prior learning.  The History lead will keep up to date with any developments in the curriculum and relay to staff when needed. 

Learning outside the classroom

Local walks including the old trainline, furnace pond, church, and local buildings. Use of surrounding farmland. Links with the Horsmonden social club and Heath stores. Visits to museums. Communicating with local people, interviewing people and engaging with the local historical society and nostalgia society.