Rationale- What has informed our curriculum design in history?
It is our belief, that at Pomphlett, the history curriculum should enable children to have a better understanding of the present by engaging with and questioning the past: It should empower learners to develop their own opinions based on a respect for evidence. We want our history curriculum to draw upon, and make full use of, the immediate and wider local area with the aim of enabling children to develop a deep understanding of the rich history of their locality. We also want to encourage children to be outward looking and therefore want our curriculum to promote an understanding of global history through the comparison of different civilisations.
Intent- What are our aims?
We aim to equip our pupils with the knowledge and skills needed to:
Our history curriculum is designed to develop both historical knowledge and historical skills which are progressive, as well as transferable, throughout their learning journey at Pomphlett and beyond. We also aim to equip pupils with a clear understanding of what it means to be working as a historian and the skills that this entails.
Across the curriculum at Pomphlett, we aim to develop children’s cultural capital and local knowledge. In history, as well as learning about the local area and a variety of places around the world we also place importance on learning about key events and people with the aim that children learn about the impact of individuals, groups of people and their actions, as well as the changes in society across the arts, design, sciences, engineering and social sciences.
Implementation: How do we teach history?
Our long term history curriculum is carefully planned using the National Curriculum 2014 and the Essentials Curriculum milestones to map content for each year group, ensuring coverage and progression. We build upon the learning and skill development of the previous years and ensure that opportunities to revisit previous learning is planned in regularly across each year. In Key Stages 1 and 2, these milestones are used to assess children’s learning with end points at Years 2, 4 and 6. For younger children, a judgement is made at the end of their reception year using the Early Learning Goals. Curriculum trackers and knowledge organisers ensure that, across all age groups, both knowledge and skills (know that and know how) are explicitly identified and that all teachers are aware of prior learning and next steps.
History lessons are delivered by class teachers through carefully planned units of work which group history themes alongside other curriculum areas. Our knowledge organisers identify the knowledge, vocabulary and disciplinary skills that will be covered in each unit. These knowledge organisers are used both in lessons and at home to reinforce learning. Our curriculum is progressive. We build upon the learning and skill development of the previous years, beginning each unit and lesson with teacher assessments of what children already know in order to inform the learning that follows. Teachers use precise questioning in class to test conceptual knowledge and skills. Continuous formative assessment identifies those children with gaps in learning, so that all children can fully access the learning. Teachers create engaging sequences of carefully planned lessons, drawing from a wide range of high quality sources and resources in order to aid understanding of conceptual and disciplinary knowledge. Opportunities are planned in across the year for pupils to put these skills into practice and gain first-hand experience during class trips each year. In upper KS2, pupils also have the opportunity to participate in residential study visits.
Impact: How will we know this?
As a result of our history provision at Pomphlett, children will be equipped with the knowledge and skills to investigate the world around them, resulting in learners who are keen and motivated to work as historians.
In our historians, we expect to see:
They will leave Pomphlett with an understanding of how our island history has led to us living the lives we have today; the impact that this has had on other global communities; an understanding of various historical civilisations and their relationship with each other; and, an ability to critically evaluate material in order to formulate their own opinions.