History: Intent, Implementation and Impact

Intent

'The study of history can bring pupils into a rich dialogue with the past and with the traditions of historical enquiry. The past and changing accounts of the past have shaped the identities of diverse people, groups and nations. Through history, pupils come to understand their place in the world, and in the long story of human development. The study of history challenges pupils to make sense of the striking similarities and vast differences in human experiences across time and place.'

'Pupils make progress in history through building their knowledge of the past, and of how historians study the past and construct accounts. Teaching supports pupil progress by embedding frameworks of content and concepts that enable pupils to access future material. Abstract concepts are best learned through meaningful examples and repeated encounters in different contexts....

 Pupils learn how argument and debate can be underpinned by shared principles of enquiry, and how this can drive and test new knowledge and insight about shared pasts.' (Ofsted research review, History, July 2021)

At Park House Primary school we take these principles and provide an engaging, relevant, exciting and challenging History curriculum which inspires curiosity about the past. We use our rich local history to provide the children with first-hand experiences which are relevant to them. We believe that by using our local area to inspire and enthuse the children, we are teaching them to make sense of the world around them and are encouraging them to think about how the past has shaped the present. 

We believe that our History curriculum:

• Helps our 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 the challenges of their time;
• Develops skills of critical thinking which means making reasoned judgements that are logical and well thought out.
• Supports our pupils to challenge and question through asking perceptive questions, weighing evidence, sifting arguments and developing perspective and judgement;
• Builds a sense of identity and belonging on a personal, cultural, national and global level as learners come to appreciate the diversity of human experience and consequently understand more about themselves and as members of society;
• Enables our pupils to understand core concepts and most notably cause and consequence, similarity and difference, continuity and change, change and progress/regression, significance, evidence, chronology, empathy, context, diversity, perspective, interconnectivity and validity which have broad relevance and significance in the modern world.

Implementation

An investigative approach to History, involving children’s active participation in enquiry, use of artefacts, visitors to school and visits to museums and other places of historical interest are actively promoted in order to bring the History curriculum to life.

During their time at Park House, the children will make visits beyond our school grounds to enhance their knowledge about how History has had an impact on both our local area and Britain as a whole. This will include trips to Cromford, Cresswell Crags, The Jorvic Centre and Eden Camp.

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 as a discreet skill, but links are made with other subjects wherever possible so that children can achieve depth and breadth of learning.

At the beginning of each theme, a ‘Memorable Experience’ is planned which will enthuse and immerse children in their learning. Planned opportunities are given to each year group for children to convey what they know already. Each unit includes 6 'big questions' which will challenge the children to deepen their understanding. It will also provide opportunities for them to research and make their own enquiries and to ask the question.....'so what...?'

Class teachers will begin each lesson by asking questions about prior learning in History. This will include both the current theme, and, wherever possible, learning from previous years. Making links and comparisons when we are teaching History is crucial if we are to make it real and 'stick' with the children long term. It also helps deepen the children's knowledge and enhances their awareness of where different areas of history fit into a historical timeline.

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. This may include additional resources such as IPads, photos and scribing from an adult.

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 documentation 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.

Impact

Outcomes in books and from whole class, group and individual discussions with the children evidence a broad and balanced history curriculum, and demonstrate the children’s acquisition of identified key knowledge.

 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. They learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. 

We measure the impact of our curriculum through the following methods;

• Learning walks and professional dialogue with teachers.
• Accessing children’s understanding of topic linked vocabulary before and after the ‘knowledge and skills’ have been taught.
• Summative assessment based on pupil discussion about their learning/termly data input
• Images and videos of the children’s practical learning
• Interviewing pupils about their learning (pupil voice)
• Moderation staff meetings where pupil’s books are scrutinised and there is an opportunity for dialogue between teachers to discuss the learning and teaching in their class.

Next Steps:

Audit resources and order up-to-date equipment to match our new History themes

Ensure the 'Big Questions' are followed and review at the end of each half term for impact.

Monitor the impact of Knowledge Organisers and how they are improving the children's recall and understanding of current and prior learning.

Keep staff updated and share digital resources to support learning across school. Wherever possible provide CPD raining to staff.