Curriculum KEYS: Values, Horizons, Equity, World, Love

Values Horizons Equity World Love

Subject

Intent

Implementation

Impact

History

The children of EBPS will be confident and conscientious historians with a well-developed sense of chronology, both of Britain and the wider world. They will understand how history is created and interpreted through exposure to a variety of experiences and lessons.

History is taught as a discrete topic for 3/6 terms for at least one hour a week. Lessons are progressive within each year and develop children’s sense of: chronology throughout the world; significance through exploration of individuals and how they reflect school values; evidence including primary and secondary sources; interpretation through questioning, critical thinking and forming judgements; similarities, differences, change and continuity from one time period to the next; causes and consequences of events.

Classroom lessons are enhanced with trips, visitors and experiences.

A world view is considered across the curriculum.

When children leave EBPS they will be able to demonstrate a critical understanding of history and form their own judgements and opinions. In order to do this they will also be able to: Distinguish between primary and secondary sources and comment on bias and reliability; compare and contrast time periods and accurately place them on a world timeline; use accurate historical vocabulary; draw links between an event, its cause and consequences following it; and consider two sides to the same coin.

Subject 

Subject leader

Subject implementation / curriculum design 

How taught 

How assessed (what’s the impact?) 

History

Grace Bartholomew

History is taught as a discrete topic for 3/6 terms for at least one hour a week. Lessons are progressive within each year and develop children’s sense of: chronology throughout the world; significance through exploration of individuals and how they reflect school values; evidence including primary and secondary sources; interpretation through questioning, critical thinking and forming judgements; similarities, differences, change and continuity from one time period to the next; causes and consequences of events. These skills are taught through an exploration of each national curriculum objective with some non-statutory examples being used for guidance and other units taking a more diverse/decolonised approach and consideration of local history and historical figures.

Classroom lessons are enhanced with trips, visitors and experiences.

A world view is considered across the curriculum through the inclusion of non-Eurocentric civilisations in years 3, 4, and 6 and local history studies in years 1 and 4.

In Reception, history is taught as part of the EYFS curriculum area “Understanding the World”. Through whole class teaching, independent learning tasks and the continuous provision, children are taught a sense of the past and chronology as well as using sources of evidence to learn about the past.

They Historical Association and Key Stage History are recommended resources for teachers to use, however we do not follow a scheme.

 

Discrete lessons taught throughout 3/6 of the school terms

1 lesson per week minimum during these terms.

Taught by both class teachers and HLTAs

 

Assessments are currently based around teacher judgement and should focus on the 6 points of progression for each year group.

 Children in Y2 – Y6 are given the opportunity at the end of each unit of work to demonstrate their knowledge and understanding through a double page spread.

History


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