History
| History |
| Intent |
| A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. 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.
At Hollins Grundy, we support the aims of the national curriculum and value and promote history to all of our children from EYFS through to Key Stage 2.The teaching we deliver supports the aims of the national curriculum and will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. The learning opportunities and content we deliver enable the children to develop their historical understanding of the world and the people and locations within it. The principle way we deliver history is through the ‘Learning Challenge’ curriculum. |
| Implementation |
| In EYFS, children focus on two different topics per half term. Focused sessions and learning opportunities enable children to develop key skills such as looking closely at similarities, differences, patterns and change. Sessions are structured so children can begin to understand changes, seeing the past through settings etc. In addition, the children have access to carefully structured continuous provision that allows them to expand on their learning further.
At Hollins Grundy, we deliver History through the Learning Challenge curriculum. Each unit is based on a question that is explored as the unit progresses. Topics for the year are outlined on a long term plan for each year group. The topics are based on a question which the children will find the answer to as they work on the topic. Each topic is broken down further into individual lessons that enable children to explore the topic in- depth These questions aim to engage and interest the children in the topic. Each topic has clear objectives linked to the new national curriculum. We carefully consider each child’s starting point and how they learn best to ensure that there are opportunities for children of all abilities, including those with SEND to make good progress from their starting point in History. Where possible staff try to plan for trips, visits or invite visitors to school to enhance children’s learning in learning challenge work providing more of a context and engage them more actively in their learning. |
| Impact |
| Staff use pre and post assessment tasks to help them plan lessons at the beginning of a learning challenge topic and assess learning at the end of a topic.
Topics include an end of unit application activity where children can demonstrate what they have learnt for example, through an assembly, presentation, report etc. This provides the children with a purpose to their learning as well as providing assessment opportunities. Objectives are clearly stated for each unit in every year group in the Curriculum Intent Grid for History. These objectives are linked clearly with the activities and opportunities for learning in the Learning challenge curriculum. Children’s progress is recorded on Target Tracker termly. |
