History at St Malachy's

History Curriculum Statement

Intent

Our History curriculum has been specifically designed and planned to meet the context of our school which is underpinned by a Catholic education based upon the life and teaching of Jesus, in which Gospel values permeate all aspects of school life. The History curriculum is coherently planned and sequenced allowing pupils to further deepen their knowledge, skills and understanding in their historical journey. At St Malachys our aim is to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence. Through our curriculum, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes.

Our History curriculum aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. In order to prepare pupils for their future learning in History, our curriculum aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture. Co-operative learning is a key feature within teaching and we believe that working together helps children to deepen their understanding and also promotes tolerance and mutual respect, equipping our pupils with the necessary skills to live in modern Britain.

Our History curriculum is designed to be broad and balanced, providing all pupils with the opportunity to master their learning and deepen their knowledge. We believe it is vital for children to make sense and give purpose as to why we learn about History. We aim to deliver a curriculum which is accessible to all and what will maximise the outcomes for every child so that they know more, remember more and understand more. As a result, they will:

• Increase and develop their historical skills, concepts, knowledge and attitudes.

• Increase their understanding of the present in the context of the past.

• Develop and use their skills in enquiry, analysis, evaluation, and argument.

• Develop their interest in the past, arousing their curiosity and motivation to learn.

• Develop a sense of identity through learning about the past.

• Develop their chronological understanding

• Develop their contextual knowledge and conceptual understanding

• Develop their historical enquiry.

We also aim to give pupils the opportunity to build on and deepen their knowledge on Britain’s past and that of the wider world. We recognise that Manchester and our community are a vital resource, on our doorstep, to inspire and engage our pupils’ curiosity and to celebrate their own heritages and the world around them.

Implementation

In KS1 and KS2 history is taught termly and each year group cover three topics per year. In order to meet the aims of the National curriculum for History we have identified the following key strands

Our History curriculum emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

Each topic has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast characters from stories, including historical figures, deepening their understanding of how individual lives fit into broader historical narratives. Children will further develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. The Kapow Primary timeline supports children in developing this chronological awareness.

We follow a spiral curriculum model where previous skills and knowledge are returned to and built upon. Children progress by developing their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of historical contexts and periods.

Impact

Our aim is that through an engaging curriculum pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will be critical and analytical thinkers who are able to make informed and balanced judgements based on their knowledge of the past.

The expected impact of the History curriculum is that children will:

• Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.

• Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.

• Develop a historically-grounded understanding of substantive concepts – power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.

• Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.

• Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.

• Understand how historians learn about the past and construct accounts.

• Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.

• Explain how and why interpretations of the past have been constructed using evidence.

• Make connections between historical concepts and timescales.

• Meet the relevant Early Learning Goals at the end of EYFS (Reception) and the end of key stage expectations outlined in the National curriculum for History at the end of Key stage 1 and 2.

Assessment

Ongoing informal assessment (based on observation; discussion; questioning; written work) is used throughout each unit of work to inform teachers planning. Pupils complete a pre and post unit quiz. Knowledge catchers are used during the unit and pupils also undertake an open ended assessment questions that allow pupils opportunity to demonstrate their understanding by writing at length.

Aims of the EYFS Curriculum - Past and Present

Within the EYFS, History knowledge is developed through the area of Understanding the World. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains.

Long Term Overview