HISTORY

Intent:

At Laburnum Primary School, we aim to instil a love of history in our pupils and to deliver the history curriculum so that it is fully inclusive and accessible to every child.

 

We aim to offer high-quality teaching and learning that enables children to think critically, study sources of information and ask and answer perceptive questions. Our curriculum has been carefully planned and structured to ensure that, in line with the National Curriculum, all children gain a coherent knowledge and understanding of Britain’s past and that of the wider world within a chronological framework.

 

History supports pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

_MG_2879.JPG

At Laburnum, we aim to encourage pupils to understand historical concepts within social, political, cultural and economic contexts, which allows pupils to make connections and allow their knowledge of world history to influence their decisions about personal choices, attitudes and values.

Implementation:

At Laburnum, History is taught in distinct blocks to allow children to focus on developing their knowledge and skills, studying each topic in depth and with cross-curricular links.

 

  • In EYFS and KS1, History begins by looking at the children’s own personal history. The children are introduced to chronology and timelines.

  • In KS1, significant events and people, who have shaped society, locally, nationally and globally are studied.

  • In KS2, British History, local history and ancient history are studied. Topics are taught mostly chronologically, with some overlaps, to allow pupils to consistently build on previous knowledge and learning.

 

At Laburnum, we support the children in their ability to know and remember more by including regular opportunities to review learning from previous topics and lessons, and we encourage children to draw on that previous knowledge to make links and connections.

 

  • Each child is given a knowledge organiser which details key information, dates and vocabulary. This is not used as part of assessment, but is used as a reference document.

  • At the start and at the end of each topic, the children complete a quiz which is used to help inform assessment. The quizzes are referred to regularly throughout the topic.

  • To support teaching, staff have access to a range of resources and professional development materials including membership of The Historical Association.

  • Effective CPD opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.

  • Long term planning is in place, but regularly reviewed, to ensure coverage of historical concepts: Chronological understanding, Historical knowledge, Historical interpretation, Historical enquiry and organisation and communication.

  • Where possible, children are given opportunities to study artefacts as well as other sources of information, leading to enquiry investigation, analysis, interpretation and evaluation.

  • Educational visits and visitors are planned to enrich and enhance pupils learning and the curriculum.

  • Assessment for Learning is used at different points in each lesson to highlight and address any misconceptions.

  • Learning intentions are made clear and are effectively modelled by teachers, ensuring that children are able to achieve them, with misconceptions addressed within it.

  • Teachers use a variety of assessment tools to facilitate effective differentiation.

  • Pupils are regularly given the opportunity to reflect and respond to feedback in their history lessons.

  • Pupils are regularly given the opportunity for Self and Peer Assessment. This is then used to inform planning, preparation, differentiation and address misconceptions within that lesson and subsequent lessons.

  • Cross-curricular links are planned for with other subjects.

  • Educational displays answer key questions help to create a rich learning environment. Timelines are displayed to support children’s chronological understanding.

 

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in Foundation Stage to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.