Holywell Green Primary

History at Holywell Green

Intent

• ·   We want pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world, and inspire their curiosity to know more about the past.
• ·   Our History teaching follows the 2014 National Curriculum and is taught through cross-curricular topics and some subject specific lessons.
• ·   We endeavour to link subjects where appropriate across a topic, weaving these into our whole school curriculum planning so that there is progression through the school. Pupils can therefore link their learning and build on existing knowledge to extend and widen their skills, concepts, attitudes and understanding.
• ·   Curriculum coverage in History allows all pupils to access the content and make progress through the curriculum.

Implementation

• · TThere is a strong implementation of the History curriculum as observed through lesson observations, medium term planning, work scrutinies and assessments.
• ·   Teacher subject knowledge is consistently strong across the school.
• ·   Curriculum mapping by subject leader ensures sufficient coverage across the subject over a two year cycle.
• ·   In FS, pupils talk about past and present events in their own lives and in the lives of family members.
• ·   In KS1, pupils are taught about changes within living memory; events beyond living memory that are significant nationally or globally; the lives of significant individuals in the past who have contributed to national and international achievements; and significant historical events, people and places in their own locality.
• ·   In KS2, pupils learn about changes in Britain from the Stone Age to the Iron Age; the Roman Empire and its impact on Britain; Britain’s settlement by Anglo-Saxons and Scots; the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor; a local history study; a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066; the achievements of the earliest civilizations; Ancient Greece; and a non-European society that provides contrasts with British history (Mayan civilization).
• ·   This subject is well resourced and is often enhanced by visits and experience days which support pupils’ learning.
• ·   Teachers monitor progress through a termly tracker, using this to inform their termly and end of year assessment in History.

Impact

• ·   The impact of the taught History curriculum is strong. Pupils work across the curriculum is consistently of a good quality.
• ·   Pupils learn the content outlined in the curriculum and most make expected progress throughout the school.
• ·   Through our teaching, pupils are introduced to historical periods that they will study more fully during the next stage of their education.
• ·   There are clear methods to check what pupils know, can do and understand which informs teaching, i.e formative assessment: questioning, verbal feedback, marking etc, and summative assessment: which occur at the end of topics, end of term or end of year. Assessment provides information to indicate pupil progress and achievement in History. It can inform teachers of pupils who need more support in the subject.