History at Shibden Head Primary Academy
The purpose of our history curriculum is to provide children with a coherent knowledge and understanding of historical periods throughout history. We allow children to ask and answer questions to develop their knowledge and curiosity about their own identity, social context and society and how this fits within the wider world context.
At Shibden Head, we ensure that the children have a clear understanding of Britain’s past and that of the wider world. The history curriculum aims to inspire children’s curiosity to know more about the past through use of key enquiry questions. We aim to equip pupils with skills to think critically, weigh evidence and develop perceptive judgement. Our curriculum helps pupils to understand significant individuals from the past, historical events and places and allows children to explore changes and diversity of society and relationships between different groups over time in Britain and the wider world. We aim to provide opportunities for children to refer back to key vocabulary throughout the year to develop their long term memory. We plan our curriculum to be relevant to our local community and to address any social disadvantages in our cohort. Vocabulary is a key focus in our history lessons and underpins every lesson taught from reception to Key Stage 2.
- History is taught in every year group in KS1 and KS2 during the second half of the spring term and linked where appropriate through other subjects, e.g. Design Technology and English. Other incidental opportunities occur at different points during the year.
- In EYFS histroy is taught through the ‘Knowledge and Understanding of the World’ strand throughout the year and their focus is on changes.
- Work is recorded in floor books.
- Pre-learning includes a flat chat to assess what the children already know about a topic and there is an individual pre-learning task that uses questions linked to the juicy knowledge objectives.
- Working walls are used to display key vocabulary and throughout the term will build to create a visible knowledge mat. You will then see this on memory boards so we can refer back to it at other points in the year.
- Opportunities are given for Greater Depth children to develop their own line of enquiry.
- Provision for children who are Vulnerable to meeting ARE to enable them to access year group objectives wherever possible.
- Provision for children who have SEND: access year group objectives where possible or personalised curriculum for children working well below year group objectives.
- Opportunities are given for consolidation of learning from previous years and differentiation is used as appropriate to meet the needs of all children.
- All year groups plan lessons to ensure that the children develop their understanding of the sticky knowledge objectives from the Long Term plan.
- The progression model develops skills and understanding throughout the 2nd order concepts and the criteria from the national curriculum.
- Year 6 aim to consolidate prior knowledge and skills through to 1066 where they begin their learning at secondary school.
- Visits to the local area Halifax, Queensbury and Bradford.
- A range of resources are used to enhance learning and stimulate interest. These include artefact boxes, reference books, video clips, , internet, etc.
- We teach our children historical knowledge and understanding and to understand their place and role in the local, national and global community.
- The floor books enable teachers to make their own choices as to how they deliver lessons to ensure that the objectives are taught.
- Where a year group’s English text links specifically to the history topic, children will produce an extended piece of writing with a Geographical theme.
- In year groups, a piece of linked writing will be completed at the end of the Learning Challenge building on skills taught in history.
- Data is now analysed at a child specific level and children are identified as vulnerable, on-track or greater depth. This is shared with the following year group staff.
- Staff assess the children’s historical knowledge and understanding – this does not necessarily link to their achievement in other curriculum subjects.
- Pre and post learning are used as an assessment tool.
- Pupil interviews will be conducted across school in order to further assess pupils’ historical knowledge and understanding.
- The progressive model ensures that children are introduced to knowledge in a clearly sequential manner.