Button Lane Primary School

History

History Lead -  Miss Slater

Intent

 We intend to provide an ambitious History curriculum, which inspires pupils to show curiosity about the past by asking perceptive questions, thinking critically, assessing evidence and developing clear perspectives and judgements about the past. We endeavour to open eyes to the best that has been thought and said and help them to engender an appreciation of human creativity and historical achievements.

The History curriculum has been planned as a knowledge-based scheme.  The curriculum is historical enquiry, questions that guide and give specific outcomes.

Beginning in Early Years, pupils acknowledge that as they grow they are able to do more for themselves. They show an understanding of themselves and the world around them. The pupils become increasingly aware of the changes in routine during different times of the day and seasons in the year and that, these changes impact what they can do. In the EYFS, the emphasis is on immediate history and those of the parents, grandparents.

 Within Key Stage 1, our History helps our pupils to understand the lives of significant people from the past, as well as events beyond living memory and the process of change and similarities and differences. This is reinforced and further imbedded in key stage 2.

 We believe that in Key Stage 2, all pupils will know and understand history as a chronological narrative; from the earliest times to the present day. Pupils will continue to understand the process of change, the diversity of societies, relationships between different groups and the cause and effect.Pupils will become aware of how Britain has influenced and been influenced by the wider world.

There are threads, which run through the curriculum, particularly in KS2, with particular emphasis

•      Y3 – periodization and historical narrative
•       Y4 – monarchy and monarchical power
•       Y5 – achievements that influenced the world today
•       Y6 – study on implications of decisions

The History curriculum is designed to develop their historical enquiry, knowledge, understanding and communication. This is progressive from Early Years to year 6; ensuring pupils gain an increasingly mature and informed historical perspective on their world.

We have devised a local History scheme of work from Nursery to Y5 and Y6 focusses on our capital.  The key theme is our place in the world, the children’s sphere of understanding at its core.

Implementation

It is crucial that pupils understand the methods of historical enquiry; including how evidence is used to make historical claims valid. We begin every lesson with a historical enquiry or key question. Following this, the pupils then develop their knowledge, from the earliest times to present day. They gain knowledge of how people’s lives have shaped this nation.  In KS2 children learn how Britain has influenced and been influenced by the wider world including ancient civilisations. Children are then able to begin to develop their understanding of historical concepts such as; continuity and change, cause and consequence, similarities/differences and significance. Children then communicate their growing knowledge into different contexts, by understanding connections, contrasts and trends over time.

We want young people to gain an increasingly mature and informed historical perspective of their world and to do this it is crucial that all four historical strands are embedded within our history curriculum.

Impact

Assessment is used as a tool to inform our teaching and learning and to measure the impact of the curriculum we have created. We vary our approach to assessment to ensure it is tailored towards each subject. It takes place purposefully and meaningfully at key points across the year.

We assess each History unit in the following ways:

• Low stake end of unit reviews to assess key knowledge and end points of a unit to enable misconceptions to be highlighted and targeted early
• Moderation within school 
• An end of unit outcome
• Pupil Voice

Conversations between subject leaders and class teachers take place to ensure that standards across the curriculum are monitored and reported annually to staff,  parent’s and  governors