History

INTENT

“How do you know who you are unless you know where you came from?” Tony Robinson.

It is our intention that pupils will leave Rose Lane Primary school knowing more and understanding more about Britain’s past. They will know and understand significant aspects of the history of the wider world and how Britain has influenced and been influenced by this history. Pupils will have a chronological framework of British history that will enable them to make sense of new knowledge they acquire. They will understand the process of change, seeing how we arrived ‘here’ and how to make sense of the present.  

Learning is sequenced through a range of topics that are informed by the National Curriculum, are sensitive to the children’s interests and the context of the local area. As historians, pupils will make connections and draw contrasts, they will ask perceptive questions and they will discern how and why contrasting interpretations of the past have been constructed. History’s unique concepts will help our pupils to construct arguments and support them to become analytical citizens who can question human motivation and society with skill and confidence.

IMPLEMENTATION

All learning is linked to prior and future learning and this is made explicit within lessons through the use of pop-backs and plenaries, supporting children to recall previous learning and make connections. Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts. Learning will be supported through the use of knowledge organisers that provide children with scaffolding that supports them to retain new facts and vocabulary in their long-term memory. Knowledge organisers are used for pre-teaching, to support home learning and also as a part of daily review. Consistent learning walls in every classroom provide constant scaffolding for children. Subject specific vocabulary is displayed on the learning wall along with key facts and questions, and model exemplars of the work being taught. Knowledge gained is assessed through the use of quizzing and any gaps are addressed through the use of a range of interventions.

IMPACT

Pupil voice shows that pupils are confident and able to talk about what they have learnt in History using subject specific vocabulary. Pupil voice also demonstrates that pupils enjoy History and are able to recall their learning over time. Pupils work demonstrates that History is taught at an age appropriate standard across each year group with opportunities planned in for pupils working at greater depth. Work is of good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence. Pupils are able to use their acquired knowledge across the curriculum e.g. a child in Y5 is able to draw on their knowledge about empire from studying the Romans in LKS2 and apply this in the context of Hitler’s ambition when studying World War 2.