At Ingleton C of E Primary School we are guided by the National Curriculum for History.
The National Curriculum for History aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military political, religious and social history; and between short- and long-term timescales.
History Curriculum Statement
At Ingleton C of E Primary School we intend that our teaching of History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim for it to inspire pupils’ curiosity through an investigative and enquiry based approach. We aim for children to celebrate the uniqueness and heritage of our local area.
We want them to ask perceptive questions, think critically, weigh evidence, sift arguments, develop perspective and judgement and build their own interpretation. Through the teaching of History, we endeavor to teach children 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.
As part of this planning process, teachers need to plan the following:
- A knowledge organiser which outlines knowledge (including vocabulary) all children must master and apply in lessons.
- A sequence of thoughtfully planned lessons, which carefully plan for progression and depth concentrating on the geographical skills appropriate to the age group.
- A pre learning task to evidence children’s prior knowledge to the teaching of a subject. The same task is then to be administered as a post learning task at the end of the unit to show progress of children’s learning and knowledge.
- Challenge questions for pupils to apply their learning in a philosophical/open manner.
- Trips and visiting experts who will enhance the learning experience.
- Appropriate curriculum themed home learning tasks which children complete with adults at home.
Our History Curriculum is high quality, inspiring and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
- Coverage and progress are accurately assessed through careful analysis of the application of skills as children move through the History curriculum. Teachers assess children’s work in relation to each lesson’s learning challenge, using the traffic light system as stated on our marking policy.
- Through pre and post learning tasks relating to each unit of learning.
- Pupil discussions about their learning.
- The Head Teacher and Subject Leader monitor History, reviewing learning and provide constructive feedback to help progress learning. Staff CPD is identified and booked accordingly.
- Regular monitoring as a staff throughout the year to the evaluate the impact of the curriculum.