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Learning Intention
“History is vital to a rich and broad education. By engaging with the past, students are able to answer questions about the present and understand their place in the world.” Miss Timmons, History Leader.
At Meadowbank, we shape our History curriculum to inspire children to gain a coherent understanding of Britain’s past and the wider world. We support children to deepen their understanding of British history through exceptional academic experiences so that they can recognise and articulate the connectivity between key historical time periods. As a result of repeated encounters with important concepts, children are enabled to become life-long learners, exploring the changes, causes, consequences and significance of events and developments throughout history. Through a range of meaningful enquiries, children are encouraged to be curious about the story of human development and their position in the world. Our enriched curriculum allows them to ask and answer perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History at Meadowbank challenges children to make sense of the similarities and differences between human experiences across time and place in order to develop the ambition to become compassionate leaders of change and leave a lasting legacy.
Aims
- To support learners to develop a sense of identity, and a cultural understanding based on their historical heritage.
- To know and understand the history of Britain as a coherent chronological narrative.
- To know and understand significant aspects of the history of the wider world.
- To enable learners to understand how events in the past have influenced our lives today.
- To develop the skills of enquiry, including how evidence is used to make historical claims and understand how and why different interpretation of the past have been constructed.
- To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance.
- To use these concepts to articulate connections, draw contrasts, analyse trends and generate historical questions, through discussion, debate and their own structured written accounts.
- To use o use these concepts to articulate connections, draw contrasts, analyse trends and generate historical questions, through discussion, debate and their own structured written accounts.
Learning Journey
At Meadowbank, we are invested in ensuring that learners have a comprehensive understanding of their place in history both locally and globally, and the changes that have impacted on our lives today, as well as the reasons for this. History is planned for using the History progressive skills, knowledge and vocabulary maps which enable teachers to ensure that they are always planning to develop each historical skill and building on prior knowledge. Long term planning identifies key figures throughout history which enable learners to explore individual impacts on society and ensures a link to those leaving a lasting legacy. Across key stage two, a local and global historical theme is identified for each year group, and are assigned in chronological order to ensure that learners are supported to make links between historical periods that have been explored previously, current themes and key dates in history. Learners at Meadowbank are supported to develop historical vocabulary through real life experiences by touching and experiencing artefacts and historical sites for themselves. It is the role of the adults to facilitate historical enquiry and understanding through open ended enquiries, which allow learners to become leaders of change by asking questions to deepen their understanding
Learning Environment and Immersion
At Meadowbank, learning environments across the school are rich with historical stimuli to encourage learners to explore history for themselves through the use of key questions, high quality texts and real life artefacts. Children are supported to become lifelong learners through independent enquiry, discussion and debate alongside the development of oracy skills. Cultural capital is built through visits to key historical sites within the local area, as well as opportunities to explore and ask questions about real life artefacts and photographs, to support learners to identify the impact of history on lives today.
Assessment for Learning
The History Leader has a strong understanding of the EYFS curriculum, and the seven areas of learning and development that shape the educational programmes in our Early Years Foundation Stage. All areas of learning and development are important and inter-connected, and the experiences, opportunities and activities which are planned enable children to develop a broad range of knowledge and skills that provide the right foundations for good future progress through school and life. As children move into Key Stage 1 and Key Stage 2, History is planned, for Years 1 to 6, using the History progressive skills, knowledge and vocabulary maps which enable teachers to ensure that they are always planning to develop each historical skill and building on prior knowledge. At Meadowbank, we are invested in ensuring that learners have a comprehensive understanding of their place in history both locally and globally, and the changes that have impacted on our lives today, as well as the reasons for this. Long term planning identifies key figures throughout history which enable learners to explore individual impacts on society and ensures a link to those leaving a lasting legacy. Across Key Stage 2, a local and global historical theme is identified for each year group, and are assigned in chronological order to ensure that learners are supported to make links between historical periods that have been explored previously, current themes and key dates in history. Learners at Meadowbank are supported to develop historical vocabulary through real life experiences by touching and experiencing artefacts and historical sites for themselves. It is the role of the adults to facilitate historical enquiry and understanding through open ended enquiries, which allow learners to become leaders of change by asking questions to deepen their understanding
Monitoring and review
The History leader is responsible for ensuring that the History curriculum is continuously being monitored and reviewed. This is organised through lesson ‘pop ins’, subject book looks, gathering pupil voice and through whole school CPE throughout the academic year. Ongoing analysis of outcomes enables the History leader to provide feedback to teaching staff to enable them to target particular groups in their future planning. Identify vulnerable groups, as well as groups of children who are expected to achieve age related expectations at greater depth. Children’s views of history, interests and learning experiences are valued across the school and are reflected through the curriculum planning journals. These empower the children to share their learning, as well as using their own books during pupil voice opportunities. These are a useful tool to enable children to identify links and make connections with prior learning and knowledge and to celebrate and enjoy sharing what they have learnt.
