History
At St. Oswald's we aim to provide a high quality history education that will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Our curriculum is designed to inspire pupils’ curiosity to know more about the past and to enable a spiritual connection between themselves and others of different eras. Through developing a sense of awe and wonder, teaching is directed at equipping 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. Opportunities are provided to encourage children to reflect on themselves, act courageously to make a difference and be aware of something greater than ourselves.
Intent
At St. Oswald’s we recognise that the learning of History is an integral part of our children’s education as they learn about events and people in the past that have shaped the world that they live in. Through History pupils learn valuable skills such as sequencing, time and chronology and the subject gives them the opportunity to explore and reflect on how the past influences the present. Pupils will develop their ability to observe, record, communicate, interpret, hypothesise and debate in a wide range of contexts. History gives pupils the opportunities to understand the diversity of human experience, which will allow them to make informed personal choices and commitments influenced by strong values and personal faith. All pupils will develop their Historical knowledge and skill set to at least a good level which will encourage a love of research and learning.
Through interprteting cause and consequence, children will understand History as a coherent, chronological narrative, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. 'Big questions' are explored and they will develop a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’ and ‘parliament’. Children will understand methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have constructed History.
The aims of EYFS Understanding of the World (Past and Present) Early Learning Goal are to:
- Talk about the lives of the people around them and their roles in society.
- Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
- Understand the past through settings, characters and events encountered in books read in class and storytelling
The aims of the National Curriculum are to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
Our curriculum aims to foster curiosity, develop historical skills and nurture a love for the world in our children through exploring: past and present; cause and consequence; continuity and change; invasion and settlement; monarchy and religion. Our curriculum is progressive and sequentially planned; the curriculum map and EYFS overviews can be downloaded below. If you require further information about what your child is studying in History, please visit their class page where a learning overview can be downloaded.
Implementation
All classes will complete at least one full hour of History lessons every week (or equivalent if teaching in blocks per term) and will be provided with high quality teaching and learning opportunities to develop their knowledge and spirituality. Planning will be progressive and will drive high expectations of our children. All lessons will be well resourced and meaningful to ensure all children reach their full potential.
Children will progressively acquire, use and apply a growing bank of vocabulary, skills and knowledge in order to develop into confident, accurate and meaningful historians.
History in EYFS is encompassed within the learning of Understanding of the World (past and present). Our Early Years progression document is used and adapted to meet the needs and interests of our children. Historical interests are enhanced through play; providing opportunities for children to test their ideas and extend their own learning within the areas of continuous provision and in the outdoor learning environment. This provides rich, meaningful experiences that broaden children’s knowledge and understanding of the world, fostering curiosity, respect for diversity and a sense of wonder about people's roles in the past and present.. The knowledge and understanding the children developed in EYFS are the essential foundations which can be built upon throughout KS1 and later KS2.
The Grammarsaurus history planning is used in both Ks1 and 2. This forms the basis for all our history learning but the lessons are adapted to suit our children and other resources are used to enhance this scheme of work such as BBC Bitesize and Historical Association. With Grammarsaurus as a template, in conjunction with the National Curriculum, comprehensive, sequential schemes of work are in place for all year groups.
Impact
Through the thorough planning and monitoring of pupil progress all pupils should make at least good or better progress in History. Children will be confident applying different historical skills such as debating, research and analysing and will use these skills to devise opinions and conclusions.
Children will be confident historians who can make links between different time periods and events and can discuss what they know.
Pupils will see History as being relevant to everyday life as well as being something that they will need as they move on through their school life and ultimately to the world of employment. They will appreciate the impact of past events and understand how people from the past have influenced modern day life.
The Bible teaches us that: “Jesus Christ is the same yesterday and today and forever." Hebrews 13:8.
Assessment
The assessment of history is ongoing. Teachers will ascertain the children's understanding during and at the end of each lesson, misconceptions will then be tackled and rectified, ensuring that no child is left behind. Mini quizzes, that are delivered at the beginning of each lesson in KS1 and 2 identify those children who are struggling or may need further reinforcement and support to ensure key concepts are developed.
The children in KS1 and 2 also complete end of unit tests. This assessment data is used to inform further planning to ensure important concepts are understood by all and to ensure all pupils are on track to meet end of key stage expectations. End of unit assessment data is shared with the curriculum leader to be analysed and progress is tracked for individual children.
The essential knowledge for each topic has been identified by staff and presented as learning questions for each lesson. These inform the children themselves about what they will be learning and provide an invaluable ongoing assessment tool for staff.
Throughout EYFS, the Early Learning Goal (ELG) for the World (past and present) is assessed through teacher observations of children's daily play and talk and observations carried out during specific and focused tasks. Staff will focus on the child's curiosity, level of exploration and their understanding of the world. These observations are recorded and at the end of Reception a holistic, "best-fit" judgement is made by teachers based on the children's knowledge of people and their roles in the past and present.
In line with the School’s SEND & Inclusion Policy each child will have an equal entitlement to all aspects of the History curriculum and to experience the full range of creative activities. Therefore, in delivering History, care will be taken to ensure that a variety or learning styles are accessed and teaching methods adopted.
Curriculum Development Opportunities
Year 6 - Imperial War Museum (World War II)
Year 5 - Tatton Park (Anglo Saxons and Vikings)
Year 4 - World Museum (Ancient Greeks)
Year 3 - Tatton Park (Stone Age)
Year 3 - Ancient Egyptian Museum
Year 2 - Fire and Rescue Visit (The Great Fire of London)
Year 1 - Liverpool Albert Dock (Water, Water)
Useful Links
https://www.bbc.co.uk/teach/school-radio/history/zfmj92p