Vision for History at Archbishop Benson C of E Primary School

‘I can do all things through Him who strengthens me’ (Philippians 4:13)

‘With fun and learning, hand in hand, all things are possible.’

At Archbishop Benson we strive to bring history to life, providing the children with rich, hands on opportunities in and out of the classroom environment. Therefore, igniting a passion for history and an enthusiasm and engagement in their learning. We believe that all children are Historians and have the ability to think critically and communicate ideas confidently. This reflects our school Christian ethos and values.

Intent

Throughout the year groups, we aim to equip all children with excellent knowledge and understanding of people, events and contexts from a range of historical periods, learning historical concepts and processes along the way. Pupils begin their journey, learning about the lives of significant individuals from the past and begin to develop a sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. This provides them with the foundations for asking enquiring questions, holding discussions and debates in more depth as they progress throughout the years and the ability to reflect and evaluate the past.

As the children progress throughout the school, they are equipped with knowledge about the history of Britain and how it has influenced, and been influenced, by the wider world. Pupils will develop an understanding about significant aspects of the history of the ancient civilizations and empires in addition to changes in living memory and beyond living memory. By teaching these significant events in British history, and by sharing out wider-world history between the year groups, children are able to consistently support, evaluate, compare and challenge their own and others views using details, appropriate and accurate information derived from a range of sources.

We seek to:

•                 deliver the aims and content of the National Curriculum: investigating and interpreting the past, understanding chronology, building an overview of world history, communicating historically through a clear progression in skills.

•                 plan and structure lessons to be inclusive so that all children can acquire and apply core skills and develop a sense of curiosity and knowledge of history in Britain and the wider world.

•                 deliver an ambitious, broad and balanced, hands-on curriculum, which gives all children access to different experiences, concepts and big ideas in each area, and creates an atmosphere of ‘I can do it’ in the classroom.

•                 motivate and involve children in their learning by sharing thoughts, questions, research and information, often leading to discussion and debates.

•             lead children into discovering independently, and making them aware of the cross-curricular connections, for example, Geography.

•                 create a classroom atmosphere where children have opportunities to talk animatedly about the history they are learning, using specific vocabulary with accuracy and evidence to support their ideas.

•                 provide resources and displays in classrooms that support the children’s learning, and which they can use confidently and independently.

•                 keep up to date as teachers and share good practice.

Implementation

At Archbishop Benson we use the Kapow Primary History scheme which emphasises the importance of substantive historical knowledge being shaped by disciplinary approaches. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

 Each History unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast characters from stories, including historical figures, deepening their understanding of how individual lives fit into broader historical narratives. Children will further develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time.

In Key stage 1 and 2, units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and conclude, Communicate) when answering historical questions. Over the course of the scheme, children develop their understanding of the following key disciplinary concepts: 

• Change and continuity.

 • Cause and consequence.

• Similarities and differences.

• Historical significance. 

• Sources of evidence.

• Chronology.

 These concepts are encountered in different contexts using the study of local, British and world history. Accordingly, children will have varied opportunities to learn how historians use these skills to analyse the past and make judgements. They will confidently develop and use their own historical skill set.

 As children progress through the school, they will create their own historical enquiries to study using sources and the skills they have developed. Substantive concepts such as power, trade, invasion and settlement, are introduced in Key stage 1, clearly identified in Lower key stage 2 and revisited in Upper key stage 2 allowing knowledge of these key concepts to grow. These concepts are returned to in different contexts, meaning that pupils begin to develop an understanding of these abstract themes which are crucial to their future learning in History.

 We follow the spiral curriculum model where previous skills and knowledge are returned to and built upon. For example, children progress by developing their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of historical contexts and periods.

Impact

The impact of our History curriculum is via constantly monitoring through both formative and summative assessment opportunities. Furthermore, at the end of each unit a skill catcher and knowledge assessment quiz is used to provide a summative assessment. These assessments will be used effectively to inform teaching and learning, and to help pupils embed key concepts, use knowledge fluently and develop their understanding.

The expected impact is that children will:

 ● 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.

● Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.

● Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.

● Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.

 ● Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.

● Understand how historians learn about the past and construct accounts.

 ● Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.

● 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 and 2.