At Kingstone and Thruxton Primary School, we are HISTORIANS! We want our children to love history. We want them to have no limits to what their ambitions are and grow up wanting to be archivists, museum curators, archaeologists or research analysts. Our aim is that, through the teaching of History, we stimulate all children’s interest and understanding about the life of people who lived in the past. We teach children a sense of chronology, in order to develop a sense of identity and a cultural understanding based on their historical heritage. This enables our children to learn to value their own and other people’s cultures in modern multicultural Britain. We aim to make all children aware of the actions of important people in history and enable children to know about significant events in British history, whilst appreciating how things have changed over time. History will also ensure our children understand how Britain developed as a society, contributing to their understanding of their country of residence. Furthermore, our children will learn about aspects of local, British, European, world and ancient history. This wider awareness leads to the children having some knowledge of historical development in the wider world. We believe that by allowing the children to understand the importance and enjoyment of History through different opportunities, they will become enthused learners in History. In History at our school, we will also give children opportunities to develop their skills of enquiry, investigation and analysis.
At Kingstone History is taught once a week if it is a focus for a particular half term. In some instances a year group may have a mixed geography and history topic
- Topics are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth.
- We have developed a progression of skills with each year group, which enables pupils to build on and develop their skills each year.
- History teaching begins in EYFS where children start to build up a picture of there own history and that of their close family. They are introduced to simple timelines. They explore their own historical enquiry questions through role play.
- In KS1, children continue to look at their own personal history and continue to build up of chronology and timelines. They are introduced to concepts of change, significance and achievement. Children will look at significant events and people who have shaped society, locally, nationally and globally.
- In KS2, children study aspects of local history, British history and ancient history.
- In KS2, UK history is taught chronologically to allow children to confidently place each time period. This allows pupils to consistently build on previous knowledge and learning by placing previously taught History topics on a timeline.
- In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous topics as well as previous lessons. We call this our 'Super Six'.
- At the start of each topic children will review previous learning and will have the opportunity to share what they already know about a current topic.
- Effective CPD and opportunities to discuss what is being taught and why are built into staff meetings to ensure high levels of confidence and knowledge are maintained.
- To support teaching, school has membership to History Association.
- Long term planning for units will cover key historical concepts: Constructing the past, Sequencing the past/Chronology, Continuity and change, Cause and effect, Significance and interpretation
- Children are given opportunities, where possible, to study artefacts leading to enquiry, investigation, analysis, interpretation, evaluation and presentation.
- We plan for effective use of educational visits and visitors, to enrich and enhance the pupil’s learning experience and the History curriculum.
- Teachers use highly effective Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed.
- Effective modelling by teachers ensures that children are able to achieve their learning intentions, with misconceptions addressed within it.
- Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the History curriculum.
- Pupils are regularly given the opportunity for Self or Peer Assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.
- Cross-curricular links are planned for, with other subjects such as Maths, Writing and Computing.
- Our curriculum coverage document allows us to use data to inform future practice.
- Assessment - The impact of our curriculum can be seen in work in children’s books and by talking to the children. Children complete a short assessment in the form of a ‘low-stakes’ quiz at the end of each unit. Teachers use these assessments to evaluate whether a child is working at the expected standard and to plan for next steps.
The impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Kingstone reaching at least age-related expectations for History. Our History curriculum will also lead pupils to be enthusiastic history learners, evidenced in a range of ways, including pupil voice and their work.
Progression of skills in history
Aspects of knowledge threaded through our curriculum