History

At Long Toft Primary school, our History curriculum looks like this:

At Long Toft, our curriculum is designed with either a History or Geography focus as the centre of each topic. Within this design, and where appropriate, there is a local focus because we believe this enables our children to place their learning in context. It is our intent that pupils develop a sense of time and place through a series of coherently planned, sequenced experiences. Each History based topic begins with placing the subject on an age appropriate timeline, which references previous learning and historical vocabulary, is explicitly shared to ensure children are equipped with a practical tool kit to be a Historian. Work with real historical artefacts inspires curiosity and our children benefit from our strong community links as projects include a real visitor or trip to embed the skills of historical enquiry. In Key Stage 2, once children have developed a strong sense of past and present, periods of history are introduced in chronological order as much as possible so periods of history studied in lower Key Stage 2 precede those taught in upper Key Stage 2. Our curriculum is organised and carefully planned so that children have opportunities to revisit and review previous learning whilst acquiring new knowledge, skills and deepening understanding.

Aims:

• To inspire children’s curiosity and to increase their knowledge and understanding about the past in Britain and the wider world;
• To encourage children’s critical thinking about how the past influences the present;
• To help children develop a chronological framework for their knowledge of significant events and people;
• To foster a sense of identity and an increased understanding of children's own position in their own community and the world;
• To encourage children to ask perceptive questions, to analyse evidence and develop a perspective and judgement about events;
• To promote children's awareness and understanding of gender, cultural, spiritual and moral issues
• To develop children as active citizens.

In Key Stage 1, children are taught about changes within living memory that are relevant to aspects of change in national life.  They learn about events beyond living memory that are significant, nationally and globally such as the Great Fire of London. They learn about the lives of significant individuals in the past who have contributed to national and international achievements such as George Stephenson and the Victorians.  Children also learn about significant historical events, people and places in their own locality.

In Key Stage 2, children continue to develop a chronologically secure knowledge and understanding of British, local and world history. They learn about the Scots, the Romans, the Stone Age, the Vikings, World War II and Enterprise and Business.  Children will also learn about early civilisations such as Ancient Maya, Ancient Egypt and Ancient Greece.  Children will develop an understanding of how our knowledge of the past is constructed from a range of sources, taught to devise historically valid questions and construct informed responses. Through our carefully thought out 2 year cycle, children will not only learn key facts in British and world history, but will build on these to deepen their understanding of the impact that these significant events have on our lives today.

Implementation

What will this look like in the classroom? 

First hand experiences - Begin using children’s personal experience of a personal timeline. In EYFS and KS1, children will relate periods of History studied to their own way of life now.  Projects with a History base will have a visitor or trip to allow children to see and handle real historical artefacts in an environment outside of the classroom. 

Timeline – Each history topic will begin by placing the period of history studied on the whole school history timeline. Over time, this will give children opportunities to sequence and compare to other periods of History studied in the phase. In KS2, periods of study are introduced in chronological order as much as possible.  

Artefacts – Children will handle objects from the past and use them to make comparisons between modern day and also other periods of history they have studied.  

Vocabulary - previous learning and vocabulary is explicitly shared at the beginning of a project and taught systematically in a carefully sequenced series of lessons. 

Our classrooms will… 

• Provide a nurturing environment for learning where children, whatever their age can work individually, in pairs and cooperate in small groups. 
• Contain age-appropriate equipment specific to History for children to use and make reference to.  
• Share a range of age-appropriate nonfiction texts to support previous and current learning in History whilst also extending reading skills.  
• Have a designated project display including children’s work. 
• History vocabulary on display alongside timeline which pinpoints learning in History across the phase.  

Our children will be … 

• Enthused by their learning because coherent learning experiences give them the confidence to reach beyond their grasp. 
• Engaged by the challenge within lessons to demonstrate their knowledge.  
• Encourage by specific feedback given by their teacher to reflect on their work and areas to improve.  
• Nurtured to show confidence in contributing to their learning through sharing thoughts and ideas, including the use of historical terminology. 
• Develop Historical skills and confidence over time due to carefully planned, sequences of high quality lessons over time.  

Impact

How will this be measured? 

Pupil voice and books will show … 

• Understanding of the difference between past and present
• Use of historical terminologies
• As children move into UKS2, a clear sense of the chronology of British history and the impact of historical events on our lives today
• Enjoyment and passion for historical study

Topic Organisers will…

• Identify key facts, vocabulary and chronology for each topic
•  Be available throughout topic study for children to refer to and use during learning
• Be used as a tool to assess children’s knowledge, skills and understanding throughout, and at the end of the unit of work