Here you will find all you need to know about History at our school. Please look at our Long term plans for curriculum coverage.
Intent
Philosophy
At Langley Mill Church of England (Controlled) Infant and Nursery School, we teach history as it provides the children with identity. Studying history improves decision making and judgement. History shows models of good and responsible citizenship. History teaches children how to learn from the mistakes of others. History helps them understand change and societal development. History provides a context from which to understand themselves and others.
Aims
At Langley Mill Church of England (Controlled) Infant and Nursery School, we aim to give our pupils a high-quality history curriculum that will help them to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim to inspire pupils’ curiosity to know more about the past, now and in their future education. Our teaching will begin to equip pupils to ask questions, think critically, weigh evidence, hear arguments and develop perspective and judgement.
Objectives
- To fulfil the requirements of the National Curriculum for History and relevant aspects of the Early Years Foundation Stage curriculum.
- To inspire pupils’ curiosity and fascination about history that will remain with them throughout life.
- To develop the pupils’ love for history.
- To ensure progressive development of historical concepts, knowledge and skills.
- To develop a sense of chronology.
- To learn about changes within living memory.
- To know about significant historical events, people and place in their own locality.
- To enable children to know about significant events in national and global history and to appreciate how things have changed over time.
- To know about the lives of significant individuals in the past who have contributed to national and international achievements.
Implementation
Planning
- Long term plans show what topics will be taught each half term across the school. These have been carefully selected to ensure coverage and progression for each curriculum subject across year groups, key stages and school.
- Class teachers develop medium term plans each half term which outline in more detail what will be taught. These are made accessible on the school website. Half termly class newsletters provide parents with an overview.
- Short term planning is undertaken by the class teachers, utilising a range of resources.
- Teachers plan their class using our curriculum progression grids.
- Development matters and Early learning goals linked to Understanding the world are used to support the planning in EYFS.
Delivery
- History is taught within a thematic approach, carefully planned for coverage and progression across terms, year groups, key stages, school. This enables children to link their learning across a range of subjects, apply the skills and understanding which they have learnt to everyday life and prepare them for the future.
- In EYFS, aspects of history are delivered through a balance of continuous provision and adult led activities within each topic and with a focus on the ‘Understanding the world’ strand of the Early years curriculum.
- Discrete lessons are delivered in KS1 to ensure sufficient curriculum time for effective delivery of historical knowledge, skills and concepts.
- Topics have been selected which allow sufficient opportunities for development of historical skills, knowledge and understanding.
- There is a high focus on development of historical vocabulary within each topic.
- Regular planned use of visits and visitors inspire the pupils and bring history to life.
- Special events and theme days are planned within curriculum time to enhance history teaching and learning.
- The children learn lots about their local area through collective worship sessions and within topics selected. Inclusion of local history makes learning meaningful.
- When teaching history the teachers follow the children’s interests to ensure they are engaged in their learning.
- A variety of teaching approaches are used based on age, appropriateness and teacher judgement.
- Teachers provide a supportive and collaborative ethos for learning through investigative and enquiry-based learning opportunities.
Inclusion
- We aim to provide a history curriculum which is broad, balanced and fully inclusive to ensure all children have equal learning opportunities, regardless of age, ability and gender.
- When planning history, staff ensure that activities are inclusive and accessible to all, including those with SEND, matching and challenging pupils’ abilities.
- Pupils experiencing difficulties in other areas of the curriculum may excel in history.
- History promotes equal opportunities and prepares children for life in a multicultural society.
- Staff avoid gender, race, cultural and ability stereotypes within history lessons.
Equipment and Resources
- The history lead is responsible for auditing, organising, sorting, maintaining and ordering quality resources for the subject.
- We have a wide range across school to support the teaching and learning of history.
- Most resources are kept in the hall on the resource shelves, including a wide range of local area artefacts.
- The upstairs storeroom contains a range of teacher resources.
- Several books on a range of historical topics can be found in the library.
Assessment
Assessment of history is an ongoing process:
- All staff continually talk to and observe children in their daily activities/lessons, using these observations to make assessment judgements.
- In EYFS, staff make daily observations during play and adult led activities, feeding these into electronic and paper learning journeys against relevant Development Matters steps. Information from these gives a termly summary of attainment of individuals, groups, classes and cohorts.
- At the end of EYFS, children are given a grading for relevant Early Learning Goals (ELGs).
- In KS1, staff carefully observe and assesses pupils as lessons/activities progress and scrutinise recorded work, feeding these into end of term summative assessments.
- Class teachers and the history lead analyse summative data to ensure good progress and fuel future plans.
Monitoring and Evaluation
- The history leader uses a range of monitoring and evaluation activities to inform next steps for history, identify gaps within the curriculum and decide on what needs to be implemented to move children forward.
- The history leader provides an annual subject evaluation, action plan and report to disseminate successes and future plans and actions for development each year.
- The history leader has regular non-contact time to organise theme days events, visits and visitors across school and to monitor and evaluate the subject.
- The nominated governor for history is involved in monitoring and evaluation in conjunction with the history leader.
Impact
- Children make good progress in their historical skills, knowledge and understanding across years, key stages and the whole school.
- Children are prompted to continue to learn about the past.
- Children are inspired to succeed in history.
- Children learn a sense of chronology and through this they develop a sense of identity and cultural understanding based on their historical heritage.
- Children learn to value their own and other people’s cultures in modern, multi-cultural Britain.
- Children understand how events in the past have influenced our lives today.
- Children develop the skills of enquiry, analysis, interpretation and problem solving.
Websites to support your child at home: (You will find other activity ideas in the newsletter)
