Curriculum Statement for History
The study of history is to enable pupils to understand obtain a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should 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, as well as their own identity and the challenges of their time.
Incorporating the programmes of study from the National Curriculum, our history curriculum aims to:
At Sherford Vale Primary School, we use the Connected History Scheme of Work to deliver the National Curriculum for history throughout EYFS, KS1 and KS2. The scheme of work is well sequenced, with clear progression of knowledge, concepts, skills and vocabulary to enable the pupils to develop as young historians with cross-curricular links to other subjects for each unit. The scheme of work provides primary and secondary resources to support teaching and learning with suggested activities to show understanding of key concepts.
The history curriculum, is enriched in a variety of ways, including:
The EYFS curriculum for Understanding the World is taught in a variety of ways through adult-led and adult-supported tasks. Through their learning children will begin to:
Key Stage 1
In KS1, history is taught every other half-term as it alternates with our geography curriculum. During Key Stage 1 we challenge and support our children to carry out a number of historical investigations through the learning programme which enable them to use and apply basic and appropriate subject vocabulary, subject skills and processes (including evaluating primary and secondary sources of evidence) in order to recognise, identify, describe, observe, reason, recall and begin to explain in simple terms significant historical events and the actions of notable people in the United Kingdom.
Key Stage 2
In KS2, history is taught every other half-term as it alternates with our geography curriculum. Through Key Stage 2 (Years 3 and 4) in history, learning and teaching build on the knowledge and understanding, skills and attitudes outcomes at Key Stage 1 and the pupils make progress through being provided with opportunities to reach explanations (which means that their understanding is based on the clear use of evidence) and to form conclusions about historical events, issues and the actions of significant people that they have studied through the learning programme. Another important aspect of history at Key Stage 2 (Years 3 and 4) is that pupils begin to develop historical perspective and therefore become able to see people and events through the eyes and experience of different stakeholders, i.e. people and communities that have an interest in or are connected to an issue, person or event. To this end, during Key Stage 2 (Years 3 and 4) we challenge and support our children to undertake historical investigations which enable them to use and apply appropriate and increasingly specialised subject vocabulary, concepts, skills and processes to recognise, identify, describe, observe, reason, explain and reach basic conclusions about historical events that have had a significant impact on the United Kingdom. The synthesising of information through enquiry to formulate explanations of events and the actions of significant people in the past lies at the heart of making progress in history in Years 3 and 4. At Key Stage 2 (Years 5 and 6) we focus on topics and big questions that extend the pupil’s historical thinking and subject skills so that they are able to make judgments about things they learn both from their own personal perspective and through empathising with the position of others. In addition, opportunities are provided for the children to evaluate and critique both what they have learned and how they have learned it and to come up with their own questions to investigate. Higher outcomes in history also involve children being able to apply what they have learned in one context to another and to understand concepts as well more discrete areas of knowledge which they h a v e learned and understood. To achieve this during Key Stage 2 (Years 5 and 6) we challenge and support our pupils to undertake investigations which enable them to use and apply specialised subject vocabulary, increasingly complex subject skills and processes to recognise, identify, describe, observe, reason, recall, explain, reach conclusions and make judgments, evaluate, apply and hypothesise about the outcomes of significant historical events and the actions of individuals who have contributed to shaping contemporary Britain.
Our teachers assess the children’s historical understanding and knowledge by making judgements as they observe, listen, discuss and mark their work, whether this is written or orally. Assessment from the EYFS to Year 6 can be completed in the form of observations, children’s work, discussions, photographs to name a few.
In our EYFS, a baseline assessment is completed on entry to Foundation Stage 1 and Foundation Stage 2. This is updated on a termly basis based upon observations, photographs, learning stories, children's voice and work. Throughout the year, EYFS data is analysed to ensure historical areas are targeted if required. The historical element of the EYFS curriculum is primarily linked to the Development Matters outcomes for Understanding the World: People and Communities, whereby there are statements linked to developmental age bands. Observations and assessments of learning are recorded using Tapestry.
In Key Stages 1 and 2, the children are assessed in the following historical areas: chronological understanding, historical knowledge and understanding, historical interpretation and historical enquiry. Regular observational assessments are made and termly assessments are recorded using iTrack. At the end of the year, we provide an annual written report of the children’s achievements in history for parents/guardians.
The impact of the history curriculum is regularly reviewed in staff meetings and INSET days throughout the year through discussions with teaching staff. In addition, discussions with pupils about their learning, observations and evaluations of their work through book looks contribute to the review of impact.