History
Closely linked with one of our school values, we aim to ignite curiosity about the past. We support our children to do this by building awareness of both their own heritage and that of the wider world, and equip them with the essential skills that can be used and applied within meaningful historical enquiry.
Our history curriculum explores changes within living memory, explores events beyond living memory and the children learn about a diverse range of significant people in history and historical events from the past. Within this acquisition of knowledge, the children will be provided with many opportunities to think critically through investigating and interpreting the past, learning to appreciate different perspectives and develop informed judgements. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups
We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. In order to prepare pupils for their future learning in history, our curriculum aims to introduce them to key substantive concepts of power and achievements of humankind.
We want our children to enjoy learning about History by gaining knowledge and skills in the classroom and also through fieldwork and educational visits. We have high ambitions for all pupils, including those with SEND, EAL and those from a disadvantaged background. We hope through our teaching the children leave Dropmore able to think and act as Historians.
Implementation
To support our teaching our History, we use KAPOW scheme of learning, and adapt in places to suit our school e.g. making links to local history. The teaching of History begins in the Early Years (our Reception class) and is linked largely through their topic of the half term. As well as activities to support Historical Enquiry in the continuous provision, the children have planned in specific activities which are designed foster a curiosity about history, prompting children to start asking questions about the past while referring to their own experiences. The activities are the first steps in developing their historical understanding and support learning in later years. In Key Stage 1, History is taught in units every alternate half term through an enquiry based approach over the course of 6 weeks.
Key knowledge, skills and vocabulary for History have been mapped across EYFS and KS1 to ensure progression between year groups. As children move through the school they revisit concepts with increasing levels of depth. Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied.
We enable children to make connections, revise and recap previous History units taught. Using pictures, photographs, film clips (primary and secondary), key vocabulary and historical evidence as a starting point, pupils are encouraged to discuss and reason with curiosity what they are presented with and how this can be interpreted. Having studied historical evidence, pupils are encouraged to react to History and use this knowledge to discuss, present, debate, re-enact and write from different historical perspectives. This embeds and consolidates pupils’ understanding of History and its impact on society.
Our children’s historical skills are developed by recognising connections, contrasts and trends over time, using historical terms, analysing causes and historical significance. The history progression map details the careful long-term curriculum sequencing of these essential historical skills and concepts over time. For example, in Key Stage 1, our children identify simple similarities and differences between life in different periods.
We support our history lessons with enrichment opportunities such as visitors or school trips.
Impact
The impact of the History curriculum is constantly monitored through assessment opportunities including:
- End of term assessments in KS1 including end of unit quizzes and knowledge catchers
- End of term assessments in Reception with particular reference to ‘Understanding the World’
- Subject Leader monitoring – learning walks, book looks and lesson observations
- Staff meetings to discuss curriculum and children’s learning
- Pupil voice – surveys, questionnaires
- Teacher voice – staff meetings, INSETS
At Dropmore Infant School we envisage the curriculum impacting the children in the following ways. They will:
- Start to know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
- Begin to develop an understanding of the history of the wider world, including the achievements of mankind.
- Develop a historically-grounded understanding of substantive concepts of power (monarchy, government and empire) and achievements of mankind.
- Begin to form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.
- Have an appreciation for some significant individuals, inventions and events that impact our world both in history and from the present day.
- Understand how historians learn about the past
- Ask historically-valid questions through an enquiry-based approach
- Explain how and why interpretations of the past have been constructed using evidence.
- Make connections between historical concepts and timescales.
- Meet the relevant Early Learning Goals at the end of EYFS (Reception) and the end of key stage expectations outlined in the National Curriculum for History at the end of Key Stage 1