History Intent, Implementation and Impact

Intent

To deliver a curriculum which:

• will develop children’s natural curiosity whilst encouraging them to believe in themselves to ask critical questions
• gives our children a better understanding of the society in which they belong to and that of the wider world
• provides children with the opportunities and experiences to improve their cultural and social capital whilst having a clear understanding of their own heritage.
• Values the importance of history in the curriculum to support how children can Become more confident in understanding world and British history and how this has contributed to the world in which we live in today.
• Encourages children to question the reliability of different sources whilst conducting their own lines of enquiry
• Will provide our children with a progressive historical vocabulary that enables them to communicate their ideas and opinions
• Revisits prior historical knowledge that will help them to remember more and recall important dates, people and events.
• Explore key concepts in history at Hillsborough: chronology, change and continuity, cause and consequence, similarities and differences, knowledge and interpretation, significance and enquiry.
• Revisits golden threads throughout the primary curriculum: change, power & rule, invasion & conflict and civilisation .

Implementation

Teaching and Learning, Content and Sequence

• Children are taught knowledge and skills that are at least in line with national expectations.
• The Wider Curriculum Map disseminates knowledge and skills across Years 1 to 6: teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills.
• The history progression of skills document is set out to build on and develop chronological understanding, knowledge and interpretation and historical enquiry from EYFS to y6
• The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in foundation stage 2 to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
• Memory maps are used at the start of each lesson to revisit prior historical learning.
• Key concepts are introduced throughout the unit e.g. chronology, enquiry, cause and consequence
• Golden threads are used throughout the curriculum from EYFS to Y6 with a focus on change, power and rule, invasion and conflict and civilisation.

Leadership, Assessment and Feedback

• History is led by a class based subject leader.
• Detailed curriculum unit plans have been created for each unit with sequence of learning and end points indicated.
• Staff have access to resources made available by the Historical association.
• Assessment of history is based on the progression document and end points for each unit.
• A pre and post quiz will take place within each unit to assess.
• Assessments will be completed twice a year and inputted onto the Tracker. Code 2 – working towards ARE and code 3 – working at ARE

Impact

• The impact of quality first teaching in history will foster a love and enthusiasm for the subject
• Curriculum plans are now in place for each unit and a clear sequence of learning indicated
• Deep dive indicated that all year groups are using the progression of skills document
• Pupils will be able to remember more and make links to prior historical learning
• Staff are using learning questions to develop thinking
• Progression document and golden threads have been shared with staff
• Key historical concepts are shared with the children.