History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.  The past influences everyone’s lives by shaping the customs and beliefs of communities.  Learning about the past helps children to make sense of the world in which they live.  The Boyle and Petyt Primary School (the School) follows the key objectives of the National Curriculum and the principles of the Statutory Framework for the Early Years Foundation Stage.

INTENT:

The School aims to teach a history curriculum that will give the pupils opportunities to:

• gain a coherent knowledge and understanding of local, national and world history;
• explore their curiosity about the past, asking and answering relevant questions;
• learn about historically significant periods, events and people;
• learn about the significance of events in relation to British and world history;
• make connections between current and previous learning;
• research, analyse and weigh sources of evidence;
• think critically, sift arguments, and develop perspective and judgement;

• understand how the past influences the present;

• develop a chronological framework for their knowledge of significant aspects of the history of Britain and the wider world;
• develop an increased understanding of their own position in the community and the wider world.

IMPLEMENTATION

All children experience history learning through timetabled lessons and through wider opportunities that arise during their education.

In the EYFS, children have regular opportunities to learn about the past through conversation, stories, activities, visitors, events and educational visits.  

In Key Stages 1 and 2, History is taught by teachers in blocks equating to an hour of teaching per week across the academic year. 

Teaching follows the systematic progression of components set out in the School’s History Progression Map.  Topic progression is also recorded on the School’s History Progression Map and more detailed specific learning objectives are set out in the Essential Knowledge Overviews. 

Cross-curricular links with other subjects, are explored where they add depth to the teaching of this subject. 

In lessons children work as a class group, in small groups, in pairs and independently.  Activities, facilitated by the teachers, incorporate collaborative learning activities and independent learning tasks and reflection.  Children use iPads, lap tops and library books to research and investigate historical questions.  Children handle historical artefacts and use other historical sources of evidence to support their learning.

Where appropriate, learning is enhanced by visiting speakers, workshops run by experts and educational visits.

Lessons incorporate regular opportunities for ‘over-learning’.

All pupils, regardless of race, gender or ability, will have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils.  Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively.  When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills.  Evaluating lessons helps teachers to identify where changes can be made for future planning and development.

Within the School there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that all pupils are engaged and supported.  Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.

IMPACT

Children’s progress is assessed by the history teachers against the objectives and end points set out in the School’s History Progression Map and the Essential Knowledge Overviews.    

Lessons include regular low-stakes testing allowing teachers to evaluate the extent to which pupils know and remember more.  Summative assessments take place at 2, 6 and 12 weeks after the learning. 

Written work is marked in accordance with the School’s Marking Policy.  Monitoring is carried out by the History Subject Leader through:

• Reviewing planning documentation.
• Discussions with staff.
• Pupil voice.
• Classroom observation.
• Work book monitoring.
• Monitoring of assessment outcomes.

Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.