History

History Curriculum

Intent

In History, we aim for a high quality history curriculum which should inspire in pupils a curiosity and fascination about Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions.

We want children to enjoy and love learning about history by gaining these knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

Implementation

At St. Bernard’s, skills are embedded within history lessons and developed throughout their journey of the history curriculum. By the end of their primary education, children will have a chronological understanding of British history from Stone Age to present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this is the need to look at world history such as the ancient civilisations of Egypt and the Greeks.

In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History is taught as part of a half-termly topic, the content and principles underpinning the history curriculum are taken from the National Curriculum. We use the National Curriculum Programmes of study to guide us on the content and focus of each objective to inform our curriculum. These units are enriched by cross curriculum work when appropriate. Children learn through enquiry based learning opportunities such as experimenting with artefacts to develop skills of historical enquiry by encouraging them to ask questions, reflect and analyse.

Teachers, in phases, plan together to create engaging and informative teaching and learning opportunities which take into account prior learning, plan for opportunities for assessment and identify suitable future targets.

At St. Bernard’s, we feel it is important for all children to gain ‘real-life’ experiences. For example, using the local area to look at how buildings have changed in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to looking at the similarities and differences in the Justice System in Upper Key Stage 2.

Impact

The impact of the curriculum is evaluated by the subject leader and the teachers for each phase. The subject leader monitors the teaching and learning in history throughout the year. This involves looking at the children’s work in books and lessons, the planning, staff and pupil voice.

We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future. As historians children will learn lessons from history to influence the decisions they make in their lives in the future.

The impact and measure of this is to ensure that children at St. Bernard’s are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.