History: Intent, Implementation and Impact
“Engaging children and young people in investigating questions about people and events in the past helps them to better understand their lives today, the contested nature of knowledge and prepares them for the future as more informed citizens.”- Independent Review of the Primary Curriculum 2009 Final Report.
At Park House Primary school we provide an engaging, relevant, exciting and challenging History curriculum which inspires curiosity and is appropriate for preparing our pupils for an adult life in today’s modern world. We believe that our History curriculum:
An investigative approach to History, involving children’s active participation in enquiry, use of artefacts, visitors to school as well as visits to museums and other places of historical interest are actively promoted in order to bring the History curriculum to life. Children are given opportunities to learn about the past from a range of historical sources and a variety of reference books, and materials which are accessible through the use of technology. At Park House, History is taught within every class’s topic, so that children can achieve depth in their learning. Class teachers identify the key knowledge and skills of each theme and lessons are planned using the (DfE 2014) National Curriculum programmes of study.
At the beginning of each topic, a ‘Memorable Experience’ is provided to children which entice, enthuse and immerse children in their learning. Planned opportunities are given to each year group for children to convey what they know already as well as what they would like to investigate and find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Class teachers consider and plan for how greater depth will be taught and demonstrated within each lesson, as well as how our pupils will be supported in line with the school’s commitment to inclusion. Where possible, whole school assemblies and workshops are organised to support a holistic approach to ensure that a balance is achieved between knowing more content and the development of key historical skills and outcomes.
Assessments are based on more than the learning activity or session and take into account the historical knowledge and skills which the child has acquired over a period of time. The class teacher records the assessments on the school’s foundation subject assessment sheet at the end of each term. On these occasions teachers draw upon the intelligence gained from the formative assessment of pupils, which is integral to each enquiry, to make a summative judgement as to whether the pupil has achieved the relevant skills in; chronological understanding, range and depth of historical knowledge, interpretations of history and historical enquiry.
The primary objective of applying key literacy and numeracy conventions to History is to enable our pupils to achieve more and better in History – i.e. to develop as young historians. To this end we ensure that high standards of literacy and numeracy are applied to History, result in equally and appropriately high standards of historical subject attainment.
Outcomes in topic books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and enables our pupils to be curious, to know more about the past. Our pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Our pupils experience contextual learning by engaging with members of their local community and families. This enhances our pupil’s learning, providing positive role models from the community for our children to learn from.
We measure the impact of our curriculum through the following methods;
Audit resources and share with staff
Purchase new resources in liaison with staff and link to termly topics
Oversee planning, delivery and assessment of History
Keep staff updated and share digital resources to support learning across school. Wherever possible provide CPD raining to staff.