History

History at Ladybridge Primary School.

The needs and backgrounds of our children, and the school’s core values, underpin all areas of our curriculum.

History is learning about and understanding the past: how it might influence us today and in the future.

Intent

At Ladybridge Primary School it is our aim to instil in our pupils a love of History, a curiosity and fascination about History, which will remain with them for the rest of their lives. We believe that the delivery of high-quality history lessons will inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence. We aim to fulfil the requirements of the National Curriculum for history, providing a broad, balanced and differentiated curriculum that ensures the progressive development of historical concepts, knowledge and skills from EYFS up to the end of KS2 that is inclusive of all pupils. We aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. We use Kapow Primary's History scheme to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.

Implementation

With our current year groups, we have implemented a two-year cycle (A and B) of lines of enquiry that ensure consistently high standards of teaching and learning in history and an assurance that all aspects, knowledge and skills of the subject are being taught progressively and in depth. There are two EYFS units focused on each of the history-related Development matters statements.  In Key stage 1 and 2, units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and conclude, Communicate) when answering historical questions. History is taught as a series of lessons and, usually, on a half-termly basis, for three half-terms throughout the year.  Each six-lesson unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world.  Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving key concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied.

We use ‘Knowledge Organisers’ to enable children to map out each individual child’s learning. These outline the knowledge, key skills and historical vocabulary the children should master and, as pupils complete these, they are able to demonstrate their own interests and reflect on their own learning. Teachers incorporate these as and where possible, ensuring the engagement and commitment to learning we expect from all our pupils. Alongside this, adaptation of delivery and/or recording ensure that all learners are able to progress.

Impact

By providing investigative and enquiry-based learning opportunities in a supportive and collaborative environment, pupils at Ladybridge enjoy their history lessons and are inspired to follow their own interests and research independently. Learning can be constantly monitored through both formative and summative assessment opportunities.   Pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will be critical and analytical thinkers who are able to make informed and balanced judgements based on their knowledge of the past.

The success of our history curriculum can be constantly monitored through both formative and summative assessment opportunities.  Monitoring also takes place in a number of different ways: the scrutiny of children’s work/class book; formal and informal lesson observations; discussion with pupils (pupil voice) and displays. Outcomes and progress are tracked each year and monitored by the history subject lead. Feedback is given to all staff to facilitate professional development.