Progression of knowledge and skills
Hambleton History New Curriculum Knowledge June 2022
Subject Implementation
Hambleton Primary Academy seeks to provide an all round education in a bright, stimulating and fun atmosphere. Our vision is that the teaching of History gives all children an understanding of the past and how history will shape their future. We investigate sources such as photographs, artifacts, stories and writing to ask and answer questions about the past and consider how this impacts the world we live in today. We feel it is important that children explore their own personal history and develop their sense of chronology throughout the study of topics across year groups. We aim to deliver a History curriculum, which enables children to become confident, creative and independent learners through a wealth of hands-on, real-life experiences both inside and outside of school.
Fundamental Great British Values:
At Hambleton Primary Academy, we understand our responsibility in preparing children for their next stage of education and for the opportunities, responsibilities and experiences of later life, laying the foundations so that they can take their place successfully in modern British society. We understand how History has an underpinning link to British values. For example, showing the need for democracy when looking at modern and ancient societies for them to be successful, the examples of tolerance and lack of tolerance shown in wars and conflicts of the past, the need for laws to help build great ancient civilizations and the importance of mutual respect between communities for them to successfully co- exist.
Planning:
Our curriculum is carefully planned to engage and excite all our learners. Our whole school curriculum and whole school Book Led Curriculum map out the History themes covered each half term for each key stage. These plans define what we will teach to ensure an appropriate balance and distribution of work across each term. History teaching focuses on enabling children to think as historians. We place an emphasis on examining historical artifacts and primary sources. We encourage visitors to come into the school and talk about their experiences of events in the past. We recognise and value the importance of stories in history teaching, and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways, and that they should always ask searching questions, such as ‘how do we know?’ about information they are given.
Additionally, planning and teaching in History is fully inclusive ensuring that all children can access the History curriculum at their level. Crosscurricular links are emphasized enabling the children to apply their historical skills and knowledge in other areas of the curriculum for example English (use of historical language, Mathematics (recording and reading of charts and graphs), Geography (journeys historical people have taken);Computing (researching using the internet)and DT
In the new EYFS 2020, children begin the develop their historical knowledge through their study of ‘Understanding of the World.’ Children are provided with experiences and resources to enable them to explore and compare their everyday lives to those in the past. History makes a significant contribution to developing a child’s knowledge and understanding of the world, through activities such as dressing up in historical costumes, looking at pictures of famous people in history, or discovering the meaning of vocabulary (‘new’ and ‘old’, for example) in relation to their own lives.
Collecting Evidence
Evidence of progress and attainment in History is continuously collected throughout the year in a variety of ways including discussions with pupils, observations, planning checks, teacher discussions, photographs and work scrutiny.
Covid 19 impact:
During the first lockdown from March 2020 and the subsequent lockdown in January 2021, all children received comprehensive support for home learning by all members of staff across the curriculum. History was included as part of the topic work throughout the period and work was set on Google Classroom. For example, Year 3 and 4 looked at The Roman empire, Roman Soldiers , roads and Boudicca. The creativity of this topic delivered via home learning provided opportunities for the children to make their own shields and swords, write and perform their own Roman inspired songs.
When returning to school, it was agreed with staff that history topics that were not taught in school last year should be talked about, in relation to where they take place in time so that each child’s chronological understanding could continue to grow. There is also the expectation that class teachers are providing recap for work from previous learning to ensure sticky learning and continuity with the curriculum. Recently, memory boxes to all classes have been introduced so that recall of previous learning can be remembered and become “sticky”.
As the restrictions in school have lifted, we are now able to offer the many enrichment opportunities which were available pre-pandemic for instance year 4 are having a school trip to Turton Tower to experience a Tudor day, similarly Year 3 and Year 6 have enjoyed enrichment days whereby visitors have come into school to talk about Stone Age and Vikings. All years have been provided with the opportunity to have artifact boxes to support teaching.
Able, Gifted and Talented Pupils
Key skills and knowledge needed for each year group are used to assess pupils against and added to our subject data collections. Teachers can clearly see children working at greater depth for history and can effectively plan opportunities for these children. Challenge time at the end of each lesson allows pupils to build on the skills and knowledge that they have gained.
SEND and PP Pupils
At our school we teach History to all children, whatever their ability. It is part of the school curriculum policy to provide a broad and balanced education to all children. We provide learning opportunities that are matched to the needs of children with learning difficulties. Work in History takes into account the targets set for individual children in their Personal Plans (PPs). We have experienced TA’s who are trained to take out intervention groups which may include SEND children. This will provide children with the opportunity to develop History through a more guided teaching sequence.
We enable all pupils to have access to the full range of activities involved in learning history. Where children are to participate in activities outside the classroom, for example, a visit to an archaeological dig, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
Enrichment opportunities:
The History curriculum is widely enriched through artifacts, resources, trips and visits including:
Y6 – Viking Outreach session and Artifacts
Pupils handled Viking artifacts and took part in an outreach session to find out more about life of Vikings.
Pupils had the opportunity to handle sources and learn about life during the AngloSaxons.
Y3 - Looking at how life changed for Children during the Industrial revolution.
Trip to Quarry Bank Mill
Y3 – Stone Age
Y2 -Events beyond living memory that are significant nationally or globally
Pupils met a Professor whereby they had the opportunity to handle sources and
learn about life in the Stone Age.
Y1 learning about Florence Nightingale in our history lessons. Today, we had a visit from a nurse
We learnt how to use bandages, how bones mend themselves, how to find our pulse and all about how Florence Nightingale improved hospitals for us all!
As a whole school we celebrated Remembrance day, Black History Week.
Additionally, with the introduction of virtual reality technology, children will have further opportunities to enrich their understanding of historical events and eras in the past
EYFS - Linking Gunpowder plot with our outside forest school. Grandparents dayTargets:
To implement progression in History key skills
This will:
-Improve standards of learning across the school
-Enable children to build on previous experience
Ensure children are being challenged appropriately to improve their independent work
Provide opportunities for ‘sticky learning’, embedding knowledge of History.
To ensure that staff understand progression in all year groups and are following skills documents.
To provide children with sticky learning opportunities
This will:
-Ensure children are being challenged appropriately to improve their independent work
-Provides opportunities for children to improve vocabulary choices and self-correct mistakes
Enable children to build on previous experience
To investigate how we assess learning in History
This will:
-Provide opportunities for teachers to revisit certain aspects of the subject to improve understanding.
‘sticky learning’, embedding knowledge of History
Allows children to link subjects together to provide more purposeful learning experiences.
• Monitoring Cycle:
• Is the new History skills clear? evidence of:
Opportunities for cross curricular writing
Challenge time
To ensure “sticky learning” is embedded within the curriculum
Talk to staff about how the new EYFS ‘Understanding of the World’ curriculum is being taught.
Monitoring Cycle Pupil Voice
Children are given the opportunity to edit their work. Children move through lesson, at an appropriate pace. Questions are asked that develop learning either verbally or within tasks. Challenges relating to the work are incorporated into fix it time
Monitoring Cycle
Examples of cross-curricular writing. Pupil Voice
Talk to children about History
-Children are given the opportunity to edit their work..
- Questions are asked that develop learning either verbally or within tasks.
Impact of Staff training:
CPD
JA to provide staff CPD on what History should look like across school.
CPD
Provide training on using Mozaik and Inspire Education (Online visual software).
Assessment/Measuring Impact:
Ongoing assessment and review of children’s development in History underpins next steps in teaching and learning. This information comes from a variety of sources including questioning, discussion, observing as well as children’s recorded work.
• Planning and book scrutiny is carried out to ensure that all the skills are being taught effectively and to ensure that there is clear progress throughout the school.
• A clear marking policy is used across the school.
• Pupil voice - through monitoring children are asked about what topics they have been learning about in history, assess their understanding of chronology. What aspects of the subject they have enjoyed.
Throughout all History topics the pupils are assessed against the key skills taught and their knowledge and understanding of the subject which includes evidence of: planning reviews, book scrutiny, pupil teacher discussions and subject leader discussions with other teachers. Progress and attainment is reported termly by the class teacher in our data captures , stating whether they are working at age related expectations, working at greater depth or working towards the expected standard. The data captures are used to monitor the progress of all cohorts as well as groups of pupils including pupil premium and SEND.
Children’s prior knowledge is assessed through historical questions, at the beginning of a lesson and at the end of a lesson through a challenge question.
The History curriculum has been enhanced with many different enrichment opportunities both in and out of school such as the ‘Stone Age outreach session’ artefact boxes, museum visits and visitors to school.
Future Targets:
• Deliver History CPD for staff as appropriate
• To look at cross curricular links with Geography and other subjects.
• To Monitor and evaluate how technology is used to enhance the history curriculum. Collate evidence that shows the impact technology has on the history curriculum
• To monitor the impact of Outreach sessions and artifact boxes via feedback from teachers and pupil voice.