and plays an essential part in preparing them for living and working in the contemporary world. Children learn to research, analyse and reflect upon evidence - skills that are prized in adult life – to develop their understanding of social, cultural, political and economic relationships of past civilisations and their influence on the present. Pupils consider what past societies were like, how these societies organised their lives and politics, and what beliefs and cultures influenced people's actions. As they do this, children develop a chronological framework for their knowledge of significant events and people, whom without, the world would look considerably different today. Children learn about the diversity of human experience, which is used to develop the child’s respect for human rights and fosters opportunities for personal reflection as individuals and members of modern society.
Our History curriculum is planned using the National Curriculum and the Chris Quigley skills to uphold every child’s right to an education and ensure progression across each topic. The children study a range of significant people, periods and events that occurred in British and international history. These include: Ancient Egypt, the Vikings, Christopher Columbus, the Early Islamic Civilisation, the Romans and the Victorians. The youngest children learn about historical events closest to the present year and are taught through a range of interactive activities to support them in discovering the meaning of new and old in relation to their own lives. As the children progress through the years, their History learning delves deeper and further into the past; through a range of investigative and reflective activities, pupils continue to develop a chronologically secure knowledge and understanding of local history, Britain and world history including change and continuity.
Through carefully considered planning and preparation, children are supported to form connections and comparisons between their prior learning and their new learning, whilst reflecting on the similarities and differences between past and present day. Children are fully included and challenged through questioning, the sources given to investigate and through open-ended tasks.
As well as making its own distinctive contribution to the school curriculum, History contributes to the wider aims of primary education. Teachers will be supported by the subject leader and English lead to ensure core texts are related wherever possible to support their knowledge and vocabulary development and ensure that links between other subjects are maximised.
Children will develop their understanding of the nature of evidence by advancing their enquiry skills to support them in investigating and interpreting a range of sources of information. They will distinguish between historical facts and interpretations of facts, identifying where bias and political influence may have altered facts. Children will answer a range of historically-related higher order questions and use a range of sources of information to try to find the answers. Children in Upper Key Stage 2 will confidently ask their own questions and will search for, and select, their own sources of information to support them in describing and, explaining the effect of, key events and changes within and across a particular period of time. Children will use dates and historical vocabulary accurately in their spoken and written work, during observations and in pupil vilce activities to describe events, people and developments across a time period. By the end of Key Stage 2, pupils will have organised their understanding of the past into chronological order and learnt of the relationship between the past and present. They will also understand the relationship of History to British values and our own Ribbon Values: the value of our society and democracy; have an appreciation of human achievements and develop their own aspirations; understand the major issues and events in the history of our own country and of the world, how these events may have influenced one another and debate how to prevent historical atrocities again; understand that people of other times and places may have had different values and attitudes from ours, and should be respected.
The subject leader will carry out work sampling, learning walk and pupil vilce activities, in line with the school’s assessment calendar to assess impact of the teaching and learning that has taken place. Findings will be collated and reported to staff, identifying priorities for further improvements, through staff meetings and further CPD provision.
Teachers use precise higher-order-thinking questions in class to differentiate, assess knowledge and skills and prompt deeper reflection for more purposeful learning and the opportunity to make wider historical connections. All staff use questioning and written activities to identify those children with gaps in learning, and reactive in addressing misconceptions. PoP Task assessments will be completed by children at the end of each unit to enable the teacher to make judgements on whether the child is working towards age related expectations, working at age related expectations or at greater depth for that topic. These judgements will be recorded on the History Assessment Spreadsheet, located in Curriculum Resources-History 2018 onwards-Assessment. The subject leader will moderate assessment judgements each term, which will include moderating evidence uploaded to Earwig. All year groups follow the Chris Quigley’s ‘Essentials Curriculum’ to aid judgements.
Visits/Visitors/Places of interest in the region
All pupils at Ribbon, regardless of gender, ability, ethnicity, culture, religion, language, disability, sexual orientations, age, social circumstances or race will have equal access to the teaching of history. As we strive for a mastery approach curriculum, it is expected that all children will access the same curriculum. However, teaching will be differentiated appropriately to meet the needs of the individual child. Teacher’s planning will identify those pupils who may be in need of support by input, activity or expected outcome. Learning opportunities will be matched to the needs of the children and take into account targets set for individual children in their SEN Support Plans (SSP’s) or Education Health Care Plans (EHCP’s). Specific suggestions and support can be provided by the History Leader and the Inclusion team.
Gifted and Talented Children
Opportunities for extension to a task will appear in weekly planning for any more able children; this will encourage them to be ‘deeper in the moment’, rather than progressing further through the curriculum. Bloom’s Taxonomy questions will be also be used to deepen, challenge and encourage the extension of children’s learning to support the more able child to maintain their involvement in the lesson and demonstrate their knowledge and abilities.
Action prior to trips and visits
Prior to any visits out of school, classes will complete sections of the Fieldtrips Document (Curriculum Resources>History>Fieldwork) in order to develop an understanding of the purpose of the trip in relation to their History learning journey, use their development historical enquiry they wish to conduct during the visit and making connections to geography curriculum (their sense of place).