At Barton Moss, our History curriculum intends to inspire curiosity of the world, of the past and the people who lived there. History is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. We promote the pupils’ interest and understanding of history by focusing on an understanding of chronology, how to interpret history and conduct a historical enquiry whilst also developing an understanding that history is about how events changed the lives of people.
History is taught so that children can build progression through accumulated knowledge, with an aim to recall prior learning with ease. Learning that is based in knowledge and understanding, rather than having an encyclopaedic knowledge of facts.
The History curriculum is based upon objectives from Target Tracker which the teachers use to develop their lessons. Learning is captured in collaborative books where children may record their work individually or as a group. The children’s learning is then assessed against those statements.
The curriculum has been designed so that pupils can develop an understanding of the history of their local area. Children will develop an understanding of how Eccles and Salford and the surrounding areas were a cradle of industrialisation in Britain and how the changes that happened in the area during the industrial revolution helped to fuel change nationwide and paved the way for the British Empire to expand globally.
We include many opportunities for the pupils to be inspired by the world and the many cultural differences of humans throughout the past from around the globe. We enable pupils to develop knowledge and skills that are transferable to other curriculum areas and which can be used to promote their spiritual, moral, social and cultural development.
At the start of each historical time period taught, pupils will produce a timeline of the main events from the historical period. In addition to this children will access a timeline which shows how the historical period being focused upon fits within any previous historical periods taught as well as the chronological adjacent time periods so the children understand the ‘big picture’ of history.
‘Every child a reader’ is important to us at Barton Moss and in History we ensure that reading opportunities are included in each lesson. We plan and use the literacy spine to interweave with history. Throughout our English curriculum, many of the texts which we use are History based especially through ‘Non-Fiction Fridays’ which help our children to know and remember more. Shared activities are embedded into the History curriculum to allow our pupils to develop their confidence in spoken language and to explore new vocabulary in a supportive environment.
By the end of EYFS pupils will demonstrate the following;
Children at the expected level of development will:
- Talk about the lives of the people around them and their roles in society
Can they talk about their families? Who they are? What they do?
- Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
How were the lives of their older family members different?
- Understand the past through settings, characters and events encountered in books read in class and storytelling.
By the end of Key Stage 1 pupils will demonstrate the following:
- Be able to recall significant historical events, people and places in their own locality and how they are different to life today.
- Be able to explain changes in living memory, with a focus on how aspects of national life have changed.
- Be able to explain and discuss events beyond living memory that were significant both nationally and globally.
- They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.
By the end of Key Stage 2 pupils will demonstrate the following:
- A chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives and show links within and across the periods they study.
- They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
- Learning is to be recorded in group books weekly. There should be no more than four children per group.
- Learning may be blocked or shared with geography but the equivalent of one hour a week should be taught over the term.
Class teachers will plan and sequence meaningful lessons that allow children to build cumulatively sufficient knowledge and skills for future learning, thus helping them to know and remember more about history. Teachers will get the objectives from the subject overview which has objectives taken from Target Tracker.
At the start of each historical time period taught, pupils will produce a timeline of the main events from the historical period. Teachers will give pupils the opportunity to understand what life was like during a given historical period, to think critically and analytically, giving children the tools to answer questions through research and to question the validity of sources of information.
- Book monitoring will show that all children’s outcomes are 100 good outcomes or better.
- Book monitoring will show at least 50 percent have outstanding evidence that show children are engrossed and can know and remember more about History linked directly to the intent.
- All book monitoring shows that theory and intent is being implemented in the order and approach as planned by the subject leader.
- All books show assessment stages throughout each term (star sheets, reading, progress maps) within the curriculum construct that show children are knowing and remembering more.
- Data at the end of EYFS will show at least 75% will achieve the computing objectives as part of Understanding the World.
- By the end of year 1/2 at least 65% of children will be age related with 10 percent achieving above.
- By the end of year 3/4 at least 70% of children will be age related with 10 percent achieving above.
- By the end of year 5/6 at least 75% of children will be age related with 15 percent achieving above.
- Book looks and pupil voice will show that staff know which children are engaged in music activity within or outside of school or those that show potential.