History at Kenton Primary School
Intent
At Kenton Primary School, it is our intent that the history element of our curriculum will support pupils to learn about significant people, events and places in the past and inspire pupils’ curiosity to know more about the past. We intend to stimulate the children’s interest and understanding about the life of people who lived in the past. We teach a sense of chronology and learn about change and continuity in our own local area and in other parts of the world. Through this, the children develop a sense of identity and a cultural understanding based on their historical heritage. Children at Kenton Primary School look at history in a variety of ways, for example, from political, economic, technological and scientific, social, religious, culture or aesthetic perspectives. They use a variety of sources of information to help them to investigate the past in depth, using dates and historical vocabulary to describe events, people and developments. They learn that the past can be interpreted and represented in a variety of ways. Within our curriculum, we plan in many memorable experiences, such as educational visits to support children’s love of history and develop their understanding of concepts.
Being mindful of the school’s priority to have high aspirations for all pupils and wishing to promote our golden threads, we use our local area and local historical figures to show that everyone, no matter what their background might be able to achieve their goals and dreams. With this in mind, we have transferred the National Curriculum statements into our long term plans for history with a huge emphasis on our local area, therefore encouraging pupils enthusiasm within history and supporting the needs of our pupils. Our long term plans set out objectives which link and build on prior knowledge and understanding. The teaching of historical vocabulary is continually embedded, reinforced and revised throughout all lessons, as our history flows through other curriculum subjects.
Implementation
Staff are aware and follow the rolling programme for history. Teachers feel confident to teach and have excellent subject knowledge and understanding of the pedagogy of teaching History, through staff training and shared knowledge and experience. The best quality of education is ensured throughout all Key Stages through effective termly monitoring of books, learning walks and pupils and teacher voice.
Impact
Across the school year, lesson observations and learning walks take place and evidence that teachers provide a broad and balanced history curriculum. Teachers are using the rolling programme and progression of skills documents to ensure children’s prior knowledge is taken into account and developed upon. Book scrutinies show that children can demonstrate that they are acquiring the key knowledge and skills within our rolling programme. Pupil voice reflects the growing historical understanding, use of vocabulary and enthusiasm of history, alongside showing that pupils are developing a chronological awareness.
At the end of the year, teachers will use their judgements to grade the children on the history work they have completed. This data will be analysed by the humanities lead and further CPD may be put in place if necessary. Analysis by the subject leader enables a consistent approach to history teaching across the school and this is supported through monitoring of children’s books, pupil conferencing and through termly conversations with pupils.
