History
“Be all you can be!”
Intent
- History helps pupils gain a coherent knowledge and understanding of their country’s past and that of the wider world.
- History develops pupils’ understanding of the complexity of people’s lives in different times and places.
- History enables pupils to explore cause and consequence, identifying catalysts for change, the effects on societies and reasons for developments.
- History inspires pupils’ curiosity, leading them to ask relevant questions and think critically when searching for answers.
- History teaches pupils to recognise similarities and differences between periods in history and see how the past has shaped the present.
- History introduces pupils to diversity within societies and the relationships between different groups over time.
- Pupils’ historical knowledge and skills are developed through analysing and judging different sources of evidence and understanding its importance when piecing together the past.
- History challenges pupils to view events from different perspectives, leading to greater empathy and understanding of events and situations.
- The history that pupils learn encourages them not to simply see the past through the lens of the present, but to understand how values and attitudes have changed over time.
- Chronology helps pupils see the ‘big picture’ of the historical narrative, enabling pupils to make connections made between different periods from the past and the present.
- Pupils’ historical understanding helps them interpret events and actions from the past in a balanced way.
- The history that children learn is brought alive for them through investigating and asking questions about the past, present and
future. - History encourages pupils to explore how the world has changed, the processes involved and the impact and legacy of change.
- Pupils are taught history in a coherent way, helping them to make sense of the present through looking at the past.
- History is a key subject to engage pupils’ creative and critical thinking about change, both locally and globally, and the implications for the future.
Implementation
Impact
Coverage
How do you know the National Curriculum is covered?
By using a rigorous matrix approach, the objectives of the National Curriculum are cross-referenced to the ‘Learning Means the World’ Curriculum and identified gaps are taught through NC specific history units.
Progression
How do you plan for progression in history?
The Skills Ladder acts as an incremental model for skills acquisition and provides a benchmark for each year group, with teachers Using the skills statements as a model for progression throughout the school. Growing in complexity and demand across Key Stages 1 and 2, pupils’ learning when linked to the Skills Ladder should enable them to make good progress in their learning.
The Knowledge Building Pillars form a robust model of progression for knowledge and understanding, helping pupils to assimilate, Synthesise and apply their learning within different historical contexts. This also means that concepts are cumulatively built upon. For example, Continuity and Change would show children learning about how and why the school building has changed over time in Pathfinders,understanding and explaining how cities kept people safe in the past in Adventurers to understanding the meaning of discrimination and giving examples from history in Navigators.
Assessment and Recall
Kahoot Quizzes, for the purposes of diagnostic assessment, as well as checking recall are the main vehicle for assessment and recall.
Scale
Local History
There are opportunities for pupils to learn about local history at different levels, specifically in ‘Unity in the Community’, ‘You’re Not Invited’ and ‘ Time Team’, where the learning builds across the phases. The ‘Making it Personal’ section in many of the history thematic units in all phases also focuses on local history links as a starting point.
National History
National history is again linked to the ‘Making it Personal’ section in many of the history thematic units. Depending on your location, there may be links through specific themes, such as ‘Cry Freedom”, ‘You’re Not Invited’ and ‘Wars of the World’.
International History
As an internationally-minded curriculum, ‘Learning Means the World’ provides many opportunities to study ancient civilisations on a worldwide scale, such a Benin, Mayans and Ancient Greece.
Schools in England
Due to the international nature of this curriculum, we help you ensure the National Curriculum British History elements are taught. These include a focus on changes to family life in Pathfinders, and Stone Age to Celts, Romans (light touch in Adventurers as they are focused on in ‘You’re Not Invited’), Saxons, Vikings, Normans and 1066 in Adventurers. Other aspects to be taught in Navigators to
ensure coverage include the themes ‘Time Team’ and ‘Pharaoh Queen’.
