History Curriculum

St Erth's History Curriculum 
Intent - What we intent to achieve through our curriculum 

History is held in high regard at St Erth CP School. The history curriculum at St Erth makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.
Running through all teaching in our history currculum is key generative knowledge broken down into specific substantive knowledge and key disciplinary concepts. Children will develop their ability in these areas and demonstrate their proficiency by answering key questions from each topic they cover.  Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at St Erth is carefully planned and structured following a topic based approach to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at St Erth aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin 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. Through this approach key questions are revisited regularly and built upon by subsequent topics, enabling long term recall. This approach is supported by the school’s ‘Ready, Reflect, Review’ model developing confident, self-aware learners. We believe that every child should achieve their full potential in History and develop and appreciation for how humanity has lived in the past.  Thought and care is taken to ensure that learners with Special Educational Needs and/or Disabilities are able to access the full curriculum in this subject drawing upon a variety of strategies to do so.

Implementation - How we deliver our curriculum 

History is taught in units throughout the year, so that children achieve depth in their learning. Our curriculum identifies the key knowledge, both substantive and disciplinary of each topic, and consideration has been given to ensure progression across topics, throughout each year group, across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilizations of Greece and the Mayans.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and morning literacy lessons enabling further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the national curriculum. In addition, staff have access to high quality plans and resources, however, teacher’s lesson design is not limited by this and is informed by their understanding of effective pedagogy for History teaching. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Consideration is given to those with SEND and how their learning methods and needs may differ.  Strategies used will differ according to pupil need, but will include multi-sensory methods to ensure learning takes place and an enjoyment of the history is fostered.  All classroom staff are aware of the needs of all pupils, with special consideration to those with SEND. Staff are aware of the learning intent of the lesson and how to aid those with SEND within the lesson so that they learn. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the identified key knowledge and questions. In Early Years Foundation Stage (EYFS) children begin to develop key generative knowledge that supports their progress through the whole St Erth History curriculum. In working toward the early learning goal ‘Past and Present’, they develop key chronological concepts using the schools ‘Timebox’ resource, preparing them for study in Key stage 1.  

Impact - How we will measure the effectiveness of the curriculum 

Outcomes in topic and literacy books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge and ability to know and remember more. Children review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Children also record what they have learned comparative to their starting points at the end of every topic. This will be through a variety of methods the teacher deems most appropriate to their learning, for example a planned composite outcome or summative assessment. Learners with SEND may show their learning outcomes in alternative ways that are more appropriate to their needs ie a mind map, evidence on a computer programme, a video etc instead of a longer piece of writing. This allows the pupil to evidence their learning in geography while removing the barriers to learning that they may face in certain areas.  What recording methods are used depends on the need of the individual pupil. Where composite outcomes are collaborative and class based, such as an assembly or display etc, pupils with SEND are included in a way that displays their learning and includes them with dignity and value. Emphasis is placed on effective use of disciplinary knowledge which pupils use to demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world. As a result pupils know and remember more and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular heritage projects provide further relevant and contextual learning, engaging members of the community in children’s learning and providing positive role models from the community for children to learn from.