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 to know more about the past. Through teaching, children will be familiar with the process of devising and investigating questions about history, using evidence and reaching conclusions. We aim 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. Links and comparisons to our lives, in the present day, are also explored.
A two-year cycle of topics is planned as an overview of teaching and learning in KS1 including the themes ‘Local Area’, ‘Significant Individuals’ and ‘Significant Events’. A four-year cycle thematic plan is implemented in KS2 with the themes ‘Migration’, ‘The Emergence of Civilisation’ and ‘The Development of Technology’.
Through a sequence of thoughtfully planned lessons, we will teach:
- causation and consequence
- historical evidence
- change and continuity
- historical perspectives
- historical interpretations
- historical enquiry
In addition, children will have:
- Appropriate curriculum themed home learning tasks which children complete with adults at home.
- A range of historical experiences across the whole school (e.g., out of school visits to historical parts of the UK; Durham Learning Resource boxes to analyze ancient artefacts; visitors; work based around significant days such as Remembrance Day; drama activities used in the retelling of historical events; use of computing to support learning)
Our History Curriculum is high quality, well thought out 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:
- Formative and summative assessments against key questions and expected outcomes
- 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.
Verbal feedback is provided within lessons and children’s work is acknowledged and marked with misconceptions addressed verbally. Key spellings are picked up and this is managed carefully according to the child’s needs. Formative assessments are made against key questions and these assessments inform planning, support end of unit summative assessments and end of year reports.