History
Intent
At Oughton Primary, we provide a broad History curriculum that provides children with a chronological narrative of the British Isles, from the distant past to the present day, thus gaining an understanding of their own cultural heritage. This will run alongside study of the great civilisations of the past. In our History curriculum, we are dedicated to inspiring children’s curiosity and providing them with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective.
Children will have access to a wide range of historical sources, which will include living history and trips, which will not only drive their analytical thought, but also provide high level historical vocabulary, which the children can take with them into later life. In addition, we will ensure that, through historical study, the children will understand the links between societies and the complex influences on people’s lives; how a change on a political, military or national level can affect a community.
Our curriculum will also expose the children to the effects of societies on one another: how no historical society existed in isolation, how civilisations changed over time and how their own culture was influenced by other societies. Finally, the children will gain an understanding of the role of their local area in wider British and Global events, how they affected Hitchin and what Hitchin offered during these periods of turmoil.
We aim to ensure children:
Implementation
We adopt an enquiry focused approach to learning and teaching in history which develops our pupils as young historians. Through enquiry our pupils not only build subject knowledge and understanding but become increasingly adept at critical thinking, the use of specialised vocabulary and their grasp of subject concepts. We structure learning in history through big question led enquiries about relevant historical topics, places and themes.
The 'Primary Connected History' curriculum is therefore ‘knowledge rich’ rather than content heavy as we recognise that if we attempt to teach historical topics, places, themes and issues in their entirety we restrict opportunities for pupils to master and apply critical thinking skills and achieve more challenging subject outcomes. We adopt a policy of immersive learning in history that provides sufficient time and space for our pupils not only to acquire new knowledge and subject vocabulary but also to develop subject concepts and understand the significance of what they have learned.
Our learning and teaching in history is interactive and practical, allowing opportunities for pupils to work independently, in pairs and also in groups of various sizes both inside and outside of the classroom. Wherever possible we provide our pupils with contemporaneous historical evidence including narratives, paintings, photographs, artefacts, and data in the form of censuses and films to analyse and from which to reach conclusions and make judgements. Similarly we provide varied and differentiated ways for pupils to record the outcomes of their work including the use of PowerPoint, concept mapping, annotated diagrams, improvised drama and the application of a wide range of writing genres. Only in this way will knowledge become embedded and ‘stick’ and ensure that our pupils can build on what they know and understand from one year to the next. The schemes of work for each historical enquiry highlight both the objectives and anticipated outcomes of the investigation. They are also carefully structured through the use of ancillary questions, to enable pupils to build their knowledge and understanding in incremental steps of increasing complexity until they reach the point where they are able to answer the question posed at the beginning of the investigation. Our learning and teaching in history also recognises the importance of the local area with a number of our investigations involving observation, recording, presentation, interpretation and the evaluation of historical information outside of the classroom e.g. significant people, places and events locally.
Impact
Each enquiry that forms our programme of learning and teaching in history sets clear objectives and outcomes for the pupil in terms of knowledge and understanding and skills acquisition. The schemes of work also suggest a range of ways in which the teacher can assess whether a pupil has achieved these outcomes. We ensure that when assessing pupils evidence is drawn from a wide range of sources to inform the process, including interaction with pupils during discussions and related questioning; day to day observations; practical activities such as model making and role play drama; the gathering, presentation and communication of fieldwork data; and writing in different genres. The outcomes of each enquiry serve to inform the teacher’s developing picture of the knowledge and understanding of each pupil and to plan future learning accordingly. We do not make summative judgements about individual pieces of pupil work but rather use such outcomes to build an emerging picture of what the pupil knows, understands and can do.
At Oughton Primary, we provide a broad History curriculum that provides children with a chronological narrative of the British Isles, from the distant past to the present day, thus gaining an understanding of their own cultural heritage. This will run alongside study of the great civilisations of the past. In our History curriculum, we are dedicated to inspiring children’s curiosity and providing them with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective.
Children will have access to a wide range of historical sources, which will include living history and trips, which will not only drive their analytical thought, but also provide high level historical vocabulary, which the children can take with them into later life. In addition, we will ensure that, through historical study, the children will understand the links between societies and the complex influences on people’s lives; how a change on a political, military or national level can affect a community.
Our curriculum will also expose the children to the effects of societies on one another: how no historical society existed in isolation, how civilisations changed over time and how their own culture was influenced by other societies. Finally, the children will gain an understanding of the role of their local area in wider British and Global events, how they affected Hitchin and what Hitchin offered during these periods of turmoil.
We aim to ensure children:
- Understand how events in the part have influences life today.
- Experience quality historical sources including living history and visits to places of significance.
- Develop curiosity and an interest in the past, showing respect for others, in order to inform the future.
Implementation
We adopt an enquiry focused approach to learning and teaching in history which develops our pupils as young historians. Through enquiry our pupils not only build subject knowledge and understanding but become increasingly adept at critical thinking, the use of specialised vocabulary and their grasp of subject concepts. We structure learning in history through big question led enquiries about relevant historical topics, places and themes.
The 'Primary Connected History' curriculum is therefore ‘knowledge rich’ rather than content heavy as we recognise that if we attempt to teach historical topics, places, themes and issues in their entirety we restrict opportunities for pupils to master and apply critical thinking skills and achieve more challenging subject outcomes. We adopt a policy of immersive learning in history that provides sufficient time and space for our pupils not only to acquire new knowledge and subject vocabulary but also to develop subject concepts and understand the significance of what they have learned.
Our learning and teaching in history is interactive and practical, allowing opportunities for pupils to work independently, in pairs and also in groups of various sizes both inside and outside of the classroom. Wherever possible we provide our pupils with contemporaneous historical evidence including narratives, paintings, photographs, artefacts, and data in the form of censuses and films to analyse and from which to reach conclusions and make judgements. Similarly we provide varied and differentiated ways for pupils to record the outcomes of their work including the use of PowerPoint, concept mapping, annotated diagrams, improvised drama and the application of a wide range of writing genres. Only in this way will knowledge become embedded and ‘stick’ and ensure that our pupils can build on what they know and understand from one year to the next. The schemes of work for each historical enquiry highlight both the objectives and anticipated outcomes of the investigation. They are also carefully structured through the use of ancillary questions, to enable pupils to build their knowledge and understanding in incremental steps of increasing complexity until they reach the point where they are able to answer the question posed at the beginning of the investigation. Our learning and teaching in history also recognises the importance of the local area with a number of our investigations involving observation, recording, presentation, interpretation and the evaluation of historical information outside of the classroom e.g. significant people, places and events locally.
Impact
Each enquiry that forms our programme of learning and teaching in history sets clear objectives and outcomes for the pupil in terms of knowledge and understanding and skills acquisition. The schemes of work also suggest a range of ways in which the teacher can assess whether a pupil has achieved these outcomes. We ensure that when assessing pupils evidence is drawn from a wide range of sources to inform the process, including interaction with pupils during discussions and related questioning; day to day observations; practical activities such as model making and role play drama; the gathering, presentation and communication of fieldwork data; and writing in different genres. The outcomes of each enquiry serve to inform the teacher’s developing picture of the knowledge and understanding of each pupil and to plan future learning accordingly. We do not make summative judgements about individual pieces of pupil work but rather use such outcomes to build an emerging picture of what the pupil knows, understands and can do.
| Primary Connected History Overview |