History

History Curriculum Intent

Children come to understand a developing sense of chronology, change and some sense of why and when things happened from learning about early man and the dolmens to the present day.

As an island steeped in its own history, we believe it is important to teach about the german occupation of the island and to celebrate Liberation day every year.
This lends itself to recognising how communities develop, and what we have in common as well as what makes us different.
By beginning to understand how events that happened in the Bailiwick, United Kingdom or in other parts of the world can affect our lives today, children will learn how our actions and decisions can also shape the future

KS1 and KS2

Engagement in History

Pupils are engaged quickly in discussion about History, through:

A range of well-planned tasks, enquiry questions or greater depth challenges
Lessons which build on previous learning and revisits prior knowledge
Knowledge - where UNITY is used, the knowledge bookmark is accessed by all and discussed
Resources such as the Timebox, range of books and artefacts, timelines in classrooms and sources of evidence are used to help bring history to life
Regular whole school learning opportunities are planned e.g. Remembrance, Liberation Day, Queen’s platinum jubilee.

Differentiation

All children will be catered for to achieve the objective of the lesson.

All children will have access to key historical vocabulary (often through Word aware)
Planned activities will be inclusive to all but recorded outcomes may differ, where appropriate
Progress can be measured in different ways and does not always mean a written outcome
Enquiry questions enable all children to respond in different ways, appropriate to their needs and abilities

Progression of substantive concepts

Understanding of both substantive concepts (such as trade, invention, empire, power, progress or people) or chronological knowledge (knowledge about specific features of periods in history)

Chronology is present in all units of work – whether that is a timeline of the day, of the school year, of a specific period in History or across the whole narrative (Timebox, string timeline)
Planning in curriculum overviews shows the focused sequence of learning as well as whole school progression.
Pupils will have repeated encounters during their school life to build up this knowledge (e.g. In Year 3 and Year 6, focus on empires and legacy, while in Year 1 and Year 4 looking at changes over time)

Progression of disciplinary knowledge

Disciplinary knowledge, as outlined in the skills within the Bailiwick Curriculum, teach children to build their knowledge of the past and learn how historians study the past to construct accounts:

Knowledge of the past is built up over a unit, a year or throughout their school journey
All pupils will have access to sources of evidence, some first hand (e.g. museum, artefacts handling, local expertise)
History lessons teach them how to think like a ‘Historian’ e.g. over time, children will learn causation (how the future has been shaped by the past and the cause of key events in history)
Greater depth questions in KS2 form part of the assessment of understanding how children are thinking like a historian and drawing on all of their knowledge, within a critical thinking framed question

Links and experiences

Links can be drawn between periods in history, previous learning and relevant events:

Pupils can draw links from knowledge they have previously learned (following modelled examples by teachers).

Reflection

Time to review and revisit the ‘Sticky stuff’ – this can be after a lesson, after a unit or some time in the future. This can take the form of discussion, sticky stuff pages, quizzes, UNITY quizzes (Socrative) or low stakes quick fire questions to review previous learning.

How do you study History?

See how History fits into the overall Primary Curriculum

SoG Primary Curriculum overview

History Curriculum Intent

Engagement in History

Pupils are engaged quickly in discussion about History, through:

A range of well-planned tasks, enquiry questions or greater depth challenges

Lessons which build on previous learning and revisits prior knowledge

Knowledge - where UNITY is used, the knowledge bookmark is accessed by all and discussed

Resources such as the Timebox, range of books and artefacts, timelines in classrooms and sources of evidence are used to help bring history to life

Regular whole school learning opportunities are planned e.g. Remembrance, Liberation Day, Queen’s platinum jubilee.

Differentiation

All children will be catered for to achieve the objective of the lesson.

All children will have access to key historical vocabulary (often through Word aware)

Planned activities will be inclusive to all but recorded outcomes may differ, where appropriate

Progress can be measured in different ways and does not always mean a written outcome

Enquiry questions enable all children to respond in different ways, appropriate to their needs and abilities

Progression of substantive concepts

Understanding of both substantive concepts (such as trade, invention, empire, power, progress or people) or chronological knowledge (knowledge about specific features of periods in history)

Chronology is present in all units of work – whether that is a timeline of the day, of the school year, of a specific period in History or across the whole narrative (Timebox, string timeline)

Planning in curriculum overviews shows the focused sequence of learning as well as whole school progression.

Pupils will have repeated encounters during their school life to build up this knowledge (e.g. In Year 3 and Year 6, focus on empires and legacy, while in Year 1 and Year 4 looking at changes over time)

Progression of disciplinary knowledge

Disciplinary knowledge, as outlined in the skills within the Bailiwick Curriculum, teach children to build their knowledge of the past and learn how historians study the past to construct accounts:

Knowledge of the past is built up over a unit, a year or throughout their school journey

All pupils will have access to sources of evidence, some first hand (e.g. museum, artefacts handling, local expertise)

History lessons teach them how to think like a ‘Historian’ e.g. over time, children will learn causation (how the future has been shaped by the past and the cause of key events in history)

Greater depth questions in KS2 form part of the assessment of understanding how children are thinking like a historian and drawing on all of their knowledge, within a critical thinking framed question

Links and experiences

Links can be drawn between periods in history, previous learning and relevant events:

Pupils can draw links from knowledge they have previously learned (following modelled examples by teachers).

Reflection

Time to review and revisit the ‘Sticky stuff’ – this can be after a lesson, after a unit or some time in the future. This can take the form of discussion, sticky stuff pages, quizzes, UNITY quizzes (Socrative) or low stakes quick fire questions to review previous learning.