History
History
Our history curriculum aims to inspire a curiosity that makes each child inquisitive about the past, helping them develop a growing knowledge of Britain’s past and that of the wider world.
Intent:
We want children to leave Sandbach Primary Academy with a strong historical knowledge and know why their town is shaped the way it is. Through working as historians, we also aim for our pupils to develop a keen interest in the past, beginning to appreciate how the past has a bearing on the present. We support our children in developing the ability to think critically when examining evidence and to develop their own opinions, which they can then back up with their prior historical knowledge and developing historical skills. The structure of our curriculum aims to equip pupils with the relative knowledge and skills outlined in the National Curriculum via an integrative and holistic approach. The lessons are taught through creative and stimulating sessions which provide opportunities to bridge back and activate prior learning from previous lessons and previous years to ensure their knowledge is secure, deepened and retained. Our curriculum is designed to encourage our pupils to work as historians, through exposure to a variety of sources – including visits and fieldwork - developing their ability to ask perceptive questions, critically interpret and question the past. Our curriculum aims to support our children’s developing sense of chronology of events in Britain and the wider world. As children move through school, they begin to recognise that different things were happening in different places in the world at the same time. Every unit of work includes a focus on chronology, to help children understand where the period of history they are studying fits within their knowledge to date of the past/ chronology, always linking to prior learning. Our curriculum supports children to learn and explicitly use key historical vocabulary which is planned and developed explicitly with regular opportunities to be revised and reactivated.
Implementation:
History lessons are taught termly, in six week blocks. Lessons build upon previous knowledge and skills, and previous knowledge is revisited where appropriate. In lessons we use an enquiry-based approach through which children are taught key history knowledge in a variety of ways. First hand sources, or where not possible replicas or pictures are used in all units of work to support the children in being historians, developing the skills to find out about the past. History is primarily taught through direct, explicit instruction, practice and then feedback. Discussion (both pupil to pupil and pupil to teacher) has an important role in the development of historical understanding. Effective questioning by the teacher is key to allow children to practise new knowledge and to help them make links and bridge back to previously taught knowledge. Essentially, through these opportunities for talk, key vocabulary, and so core knowledge, is truly mastered.
Impact:
The approach to assessment is less formal than in core subject disciplines. Formative assessment is essential in the implementation of the history curriculum to ensure that all children are developing the core knowledge and skills and for any misconceptions to be addressed. This ensures that the children are keeping up with the pace of the curriculum and achieving our goals. We assess at the end of the Foundation Stage against the Early Learning Goals. There is no published data for history in KS1 and KS2. The school tracks foundation subjects very broadly to ensure that children are working within the curriculum expectations for their year group.
History books are key to capturing pupil work and ongoing assessment questions. Talking to pupils is key to the continual refinement and development of the history curriculum. Regular pupil voice conferences provide valuable feedback which is used to assess pupil’s understanding and the success of units of work.