History Curriculum

Intent

Our intent at St Hugh of Lincoln is to provide an outstanding history curriculum for all our pupils. We intend that all learners at St Hugh of Lincoln will:

  • Understand the role key historical events, eras and significant people have played in the development of the society in which they live.
  • Understand abstract concepts such as empire, democracy, societal organisation, law & order and power, using a range of historical contexts, historical periods and geographical locations.
  • Understand history as a series of inter-connected events using the concepts of cause and effect.
  • Making connections between key events in history and identify unconnected events that follow similar patterns.
  • Identify that lessons can be learnt from the past.
  • Be able to use the skills of historical enquiry to explore a range of key historical events and eras, using a range of sources.

Implementation

History will be delivered in half-termly blocks. It has been designed using the principles of a national curriculum plus, using the International Primary Curriculum, and the Historical Association to build on the National Curriculum. History at St Hugh of Lincoln is primarily delivered through a weekly allocation of 2 hours class time, delivered and planned by class teachers. Using a two-year cycle, teaching staff plan together for the purpose of maintaining consistency and sharing subject knowledge. Additional history learning opportunities are provided through cross-curricula links with other subjects including geography, RE and PSHE.

Cycle A: International History and a Local study.

Cycle B: British History.

Our history curriculum uses our learning model: Explore, Experiment, Enquire, Explain, Express and Exit.

1   Explore: (Bloom reference: Remembering) The goal of the explore phase is to equip learner learners with the basic knowledge, vocabulary and concepts they will need to access the area of history they are studying. In the explore phase, learners start by considering what they already know about an area of history through a ‘knowledge harvest’. Learners are then St Hugh of Lincoln Catholic Primary School taught using a range of teaching and learning strategies recognised for best supporting the acquisition of knowledge and vocabulary. New concepts are modelled using concrete examples where possible. Assessment strategies at this stage are formative using high impact, low stakes testing.

2a. Experiment: (Blooms Reference: Remembering, Understanding, Applying, Analysing, Evaluating) Using the knowledge from the explore phase, pupils will learn how to use experimentation and fair tests to further their own knowledge. Whilst teaching and learning focuses on the acquisitions of the skills of experimentation, learners should continue to access new knowledge through their activities. Formative assessment strategies are used with targeted light-touch feedback. Hands on experimentation is the preferred method of applying scientific concepts however enquiry is used when not practicable/relevant.

2b. Enquire: (Blooms Reference: Remembering, Understanding, Applying, Analysing, Evaluating) Using the knowledge from the explore phase, pupils will learn how to carry out an enquiry and further their knowledge as a result of their scientific enquiries. Formative assessment strategies are used with targeted and constructive light-touch feedback.

3   Explain: (Blooms Reference: Remembering, Understanding, Applying, Analysing, Evaluating) Using learning from the Explore, Experiment and Enquire phases children will learn how to explain scientific concepts. Formative assessment strategies are used with targeted and constructive light-touch feedback.

4   Express: (Blooms Reference: Creating, Remembering, Understanding, Applying, Analysing, Evaluating) Using everything they have learnt, the express stage will provide learners with a broad activity which encourages them to apply the knowledge and skills everything they have learnt across a unit. This provides an opportunity for summative assessment which will be supported with detailed feedback on their learning.

5.  Exit: (Blooms Reference: Evaluating) This is an opportunity for learners to reflect on their learning during the history unit. Learners will be encouraged to reflect on how their knowledge has advanced and how they have improved their skills as a historian. It is also an opportunity for learners to set new goals for their next history unit and propose questions about the topic they have just learnt about.

Impact

At St Hugh of Lincoln we believe an important measure of successful impact is the level of learner engagement with history. We will measure our impact on this in a variety of ways:

  • Regular pupil engagement forums,
  • Lesson studies and learning walks,
  • Book looks.

We aim for all children to meet age-related-expectations across the school with an increasing proportion of children working at greater depth. We will measure this in a variety of ways:

  • Monitoring of acquisition of knowledge by keeping records of attainment in the low stakes, high impact testing through quizzes.
  • Monitoring application of knowledge by maintaining records from the express stages of learning and sampling these.
  • Sampling lessons and learning from all stages of the learning journey.