At Summerfield Primary School history education should be fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for history, providing a broad, balanced and differentiated curriculum helping pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. Thus ensuring the progressive development of historical concepts through knowledge and skills hence will enable children to develop a love for history.
Furthermore, we aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.
History teaching at Summerfield Primary School has a wide application to everyday life, teaching the children to enjoy learning about the world and to have a better understanding of how people lived in different locations in the past.
Our history curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Also sending them into the wider world with skills that will make future teachers, archaeologists, curators, archivist, heritage manager to name a few.
The aims of teaching history in our school are:
To enable children to know and understand the history of chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
To know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies.
To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts.
To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
In Early Year history is taught through the area of ‘Understanding The world: People and Communities’. In Early Years setting, teaching is taught through topics and not stand alone lessons. Therefore, the children’s interests and activities are cross curricular and may show evidence of more than 1 area of learning.
To ensure high standards of teaching and learning in history, we implemented a curriculum that is progressive throughout the whole school. History is taught as part of a termly topic, focusing on knowledge and skills stated in the National Curriculum.
At Summerfield Primary School, we ensure that history has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences.
The history curriculum at Summerfield Primary School is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage.
Teachers plan their history lessons suitable to their class’s interests and what they want to learn. The planning ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.
When teaching history, the teachers follow the children’s interests to ensure their learning is engaging, broad and balanced. History teaching focuses on enabling children to think as historians. A variety of teaching approaches are used based on the teacher’s judgement.
At Summerfield Primary School we provide a variety of opportunities for history learning inside and outside the classroom.
Teachers have identified the key knowledge and skills of each blocked topic and consideration has been given to ensure progression across topics throughout each year group across the school.
Within history, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school.
Our history curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.
We measure the impact of our curriculum through the following methods: