Social Studies: History

History Curriculum Statement

At Paddock Wood Primary Academy, we want every child to be happy and enthusiastic learners of History, and to be eager to achieve their very best in order to fulfil their enormous potential. We firmly believe that the recipe for success is high quality first-wave teaching in History, which is central to the life of our happy, caring academy.

Intent 

• Our principal aim is that children leave Paddock Wood Primary Academy with a wide range of happy and rich memories in History formed through interesting and exciting experiences driven through vehicles that enhance a child’s awareness of their own abilities and strengths as a learner; thus ensuring that children see learning in History as an on-going process not a one-off event.

• Children will meet the National Curriculum expectations in History, which will be taught by highly-qualified, enthusiastic staff who will support children to develop mastery of concepts and inspire enthusiasm and interest in the subject.

• Opportunities will exist for children of all ages to experience learning beyond the classroom, interleaved with other areas of the curriculum and international-mindedness. In tandem with this approach, cultural capital opportunities will allow learners to enrich their knowledge; for example, visiting places they may not normally consider such as castles, museums or places of historical interest.

• Children will develop a deep understanding of the subjects they are studying. They will increasingly use their prior knowledge to solve problems and develop the sophistication of History.

• Children will understand how British Values relate to History.

• 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 will develop a real understanding and appreciation of the world learning from the best that has been developed and said. For example, museum curators, college and university professors and historical researchers.

Scheme of Learning

Our PYP approach is underscored by the National Curriculum. The schemes allow for appropriate sequencing and aims to secure long-term memory as well as the enjoyment and necessary curiosity of learning history.  Brisith History is taught chronologically, but other units, such as Ancient Eygpt are planned when other links can be made - in all units, reference is made to timelines and where the period of history comes, in relation to other periods studied. The link is:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf

The key areas are concerned with building knowledge, developing understanding of the big ideas and processes of history, and the overall goal of history education: we want young people to gain an increasingly mature and informed historical perspective on their world.  The areas are developed throughout KS1 and KS2 in order to efficaciously prepare children for secondary education. 

Implementation 

• The subject leader for History will meet the senior leadership team and repesentatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in History is highly effective. Where necessary, staff will receive coaching and training in History.

• Carefully designed, interleaved learning in History ensures consistency and progress of all learners. 

• The vehicles which drive learning throughout the term is the central idea and associated lines of inquiry. Therefore, History is taught through these vehicles.

• 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.

• Clearly defined end goals are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum whislt still fulfilling the requirements of a PYP approach.

• High quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early.

• High quality input from experts and educational resources complement the delivery of specialist learning admirably. Children understand how History is used in the wider world including careers.

Assessment

Each lesson will include live marking (as per the Conferencing/Marking and Feedback Policy). Homework is not formally set in history but knowledge activities (both written and abstract) are encouraged to enhance enrichment opportunities; these may take the form of (but not limited to) reading historical books, watching history programmes such as ‘Horrible Histories’ and visiting places of historical interest. High quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early.  An assessment grid (the foundation skills assessment) is used to formally record an overview of progress of each child.

Cultural Capital

•             Children will learn about key figures from history ranging from Samuel Pepys to Rosa Parks.

•             Meeting and talking to history specialists including secondary teachers.

•             Visit to at least one local and one national museum.

•             Visit to a place of local historical interest including Museum of Kent Life or Living History coming into school.

•             A cross-curricular understanding of key historical figures including examples such as David Attenborough, Marie-Curie and Katherine Johnson.

Impact 

• Children are happy learners who have a thorough grasp of historical knowledge. They experience a wide range of learning - delivered through local, national and international context - challenges within the subject and know appropriate responses to them.

• Through History, children deepen their appreciation of their faith and fulfil their academic potential.

• Visits within History have enriched the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding.

• Children of all abilities and backgrounds achieve well in History reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in History and are eager to further their learning in the next stages of their education.

• Fundamental British Values are evident in History and children understand how it can celebrate difference.

• Through wider reading in History, children will understand how events in History have influenced the modern world.  Reading materials include horrible histories; BBC bitesize; Historical Association articles; BBC news along with a range of library books tailored to children’s reading ages.

• Children will understand how to decide the reliability of varied sources.

• Through this exposure, children will produce work that is influenced by the best of the best.