History

Intent, Implementation and Impact Statement

Intent

History at Ilmington C of E Primary School is designed to enable pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It inspires pupils’ curiosity to know more about the past. Teaching equips pupils to ask perceptive questions, think critically, weigh up evidence, sift arguments and develop perspective and judgement. History helps 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.

Our History curriculum:

Embeds understanding of the history of these islands as a coherent, 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.
Supports knowledge and understanding of 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; achievements and follies of mankind.
Develops a historically grounded understanding of abstract terms such as empire, civilisation, parliament and peasantry.
Supports understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and uses them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
Develops understanding of 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.
Enables learners to gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Implementation

History at Ilmington C of E Primary School forms a key part of our curriculum, often being the driver subject for our cross-curricular project focused topic work. History knowledge and skills are taught by providing meaningful learning opportunities that encompass the history of the local area and the children’s personal history.

History is taught through a skills-based approach. The curriculum is logical and coherent so that the order in which new learning is introduced and revisited enables pupils to build on what they have learned before and prepares them for what comes next. Children repeatedly encounter historical concepts, as listed, which increase the security of their subject knowledge: change, continuity, causation, significance, similarity and difference, perspective, sources, chronology and empathy.

History is undertaken in topic lessons and is linked to learning in other subjects. Lessons start with a recap of any previous learning that is linked to that day’s learning. Discussions take place about the WALT, the Success Criteria and the relevant skills and vocabulary detailed in the Knowledge Organiser. Vocabulary is given great importance in our school and is explicitly taught. Every classroom features a topic display board, on which History work is featured. Children’s work is recorded in history and geography books, which show the journey of mastery skills.

A wide range of activities are planned for to provide subject enrichment:

History experts are invited into school to share their knowledge with children (e.g. Dr Diane Davies, an archaeologist who specialises in the Ancient Maya). They bring a wide range of artefacts for children to look at, touch, read, try-on, etc. Children have the opportunity to listen to presentations, look at photographs and read historical material brought in.
Educational trips and visits with a History focus take place across the school (e.g. a trip to St. John’s Museum, Warwick to learn about The Great Fire of Warwick). Children have the opportunity to undertake walking tours led by experts, visit museums, view artefacts and photographs and take part in practical activities.
Themed whole-school History days or weeks are planned for and delivered (e.g. a study of British Queens in celebration of The Platinum Jubilee of Queen Elizabeth II). Learning is shared and celebrated in Collective Worship, where children are given the opportunity to show their work and talk about the knowledge they have acquired.

Impact

Formative assessments are provided by teachers in the form of verbal feedback on a regular basis. Comments are written in curriculum books, where appropriate.
Self assessments take place in every lesson against the success criteria and in Key Stage Two, this includes a progress check.
Summative assessments are completed throughout the year. Staff fill in an Attainment Overview for History and this is shared with the Head teacher and Subject Leader.
Most of our learners achieve age-related expectations in History at the end of the academic year.
Learners retain previous learning and build upon it.
Learners are confident in using vocabulary related to History that is appropriate for their year group.
Learners recall previous History learning opportunities with a sense of enjoyment and share their work with pride.