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Hair-Raising History

HAIR-RAISING HISTORY

 

At Walford Nursery and Primary School, we believe History to be the study of people in the past and how their actions have affected our lives today.  The past influences all aspects of our lives and it shapes the customs and beliefs of the communities to which we belong.  History can help children to make sense of the world in which they live and help them develop a sense of identity.

 

Good practice is demonstrated by children being actively involved in study of the past, using a range of sources of information, asking questions such as ‘How do we know?’ and making progress.

 

INTENT

 

At Walford Nursery and Primary School, children will:

 

  • Show a curiosity about the past and a wish to know more about life long ago;
  • Use critical thinking skills to analyse primary and secondary historical evidence;
  • Acquire a balanced knowledge about the past;
  • Think, reflect, debate and evaluate the past, asking questions which they have created, demonstrating eloquence and a rich vocabulary;
  • Undertake high quality research using a variety of sources, including the Internet, books and articles;
  • Become critical and independent thinkers;
  • Communicate and present ideas confidently and clearly to a range of audiences;
  • Develop an interest in the past, and develop an understanding that enables them to enjoy all that history has to offer;
  • Know about significant events in British history and appreciate how things have changed over time;
  • Develop a sense of chronology with some knowledge and understanding of historical development in the wider world;
  • Understand society and their place within it, so that they develop a sense of cultural heritage;
  • Develop a sense of empathy with people in the past;
  • Develop the skills of enquiry, investigation, analysis, evaluation and presentation.

 

This is the knowledge and understanding gained at each stage:

 

By the end of Key Stage1, pupils will:

  • develop an awareness of the past, using common words and phrases relating to the passing of time;
  • know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods;
  • use a wide vocabulary of everyday historical terms; 
  • ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events;
  • understand some of the ways in which we find out about the past and identify different ways in which it is represented.

 

By the end of Key Stage 2, pupils will:

  • have developed a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study;
  • note connections, contrasts and trends over time and develop the appropriate use of historical terms;
  • regularly address and sometimes devise historically valid questions about change, similarity and difference, and significance;
  • construct informed responses that involve thoughtful selection and organisation of relevant historical information;
  • understand how our knowledge of the past is constructed from a range of sources.

 

IMPLEMENTATION

 

What does our History Curriculum look like?

 

Please refer to:

  • our Long Term Plan, which demonstrate the progression of knowledge and skills within the whole school History offer;
  • our Medium Term Plan for each year group to map teaching and learning, knowledge and skills through a topic;
  • our Curriculum Map, which details each year group / subject;
  • our Knowledge Organisers which summarise the key knowledge and skills to be acquired and retained during a History topic.

 

Teachers will:

  • plan exciting progressive lessons which build on prior knowledge based on teaching a mixture of historical skills and knowledge;
  • create a learning environment that supports learning and that engages children’s interest in the topic being studied, e.g. role play areas, interactive displays;
  • conduct regular book scrutiny, pupil perceptions and planning audits; 
  • undertake regular whole school professional development. 

 

Children will be supported by: 

  • differentiated work, where appropriate, to ensure all children are able to meet the learning objective;
  • small group or 1:1 adult support, when required;
  • the use of effective questioning;
  • the use  of teacher and self-assessment to quickly identify any child who requires additional support in specific areas (if required, pupils will receive additional support or resources to use);
  • the use of Knowledge Organisers to support learning;
  • the use of key vocabulary within lessons;
  • the use of retrieval activities, e.g. Flash Back 4. 

 

Children will be challenged by: 

  • differentiated lessons;
  • the use of effective questioning;
  • additional activities to stretch their learning within lessons. 

 

All children can access the curriculum by: 

  • pre-taught vocabulary sessions, when appropriate (SEND or EAL); 
  • seating children alongside good role models who can provide additional support; 
  • providing visual / practical prompts;
  • teaching lessons using a range of different techniques to appeal to different learning styles, e.g. videos, drama, artefacts, texts etc.

 

IMPACT

 

Our History Curriculum facilitates sequential learning and long term progression of knowledge and skills. Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining to aid retrieval and the beginning and end of a lesson or unit. This enables all children to alter their long-term memory, know more, remember more and be able to do more as historians.

 

In History, you might typically see:

  • engaged learners;
  • children posing questions for research;
  • children focusing on a range of historical artefacts;
  • themed days which give children opportunities to learn about different historical periods in a meaningful context;
  • children sharing their learning with others through contributing to a display.

 

We know how well our pupils are doing through:

  • planned lessons based on historical skills which are specific for each year group;
  • marking and feedback by teacher and peers;
  • photographic and video evidence;
  • EYFS floor books;
  • displays of work in classrooms;
  • assessments which are tracked at the end of each term;
  • book scrutiny, pupil perceptions and Subject Leader planning audits.

 

The impact of our teaching is seen through:

  • children who enjoy History;
  • inquisitive learners;
  • reflective learners;
  • children who are able to demonstrate a variety of historical skills;
  • children who are prepared to share what they’ve learnt in a variety of ways;
  • children who are able to gain an insight into the past.

History Policy

SMSC in History

Cultural Capital in History

Historical Vocabulary by Year Group

History Knowledge Organisers

History Websites

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