Curriculum Statement of intent for History

Subject Lead: Mrs Natasha Clark 

At Worthington, we, through our History curriculum, want it to be accessible to all so that it maximises the outcomes for every child, which enables them to know more, remember more and understand more. We wish to ignite children's curiosity about the past in Britain and the wider world.

Kapow Primary’s History scheme of work aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world.
We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence.
Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Kapow Primary's History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History.
We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.
In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.
Kapow Primary’s History scheme of work enables pupils to meet the end of Key stage attainment targets in the National curriculum and the aims also align with those set out in the National curriculum. For EYFS, the activities allow pupils to work towards the Understanding the world Development matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further history learning in Key stage 1.

Implementation

The Kapow Primary scheme emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

Each six-lesson unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast characters from stories, including historical figures, deepening their understanding of how individual lives fit into broader historical narratives. Children will further develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. The Kapow Primary timeline supports children in developing this chronological awareness.

There are two EYFS units focused on each of the history-related Development matters statements. These units consist of a mixture of adult-led and child-initiated activities which can be selected by the teacher to fit in with Reception class themes or topics. In Key stage 1 and 2, units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and conclude, Communicate) when answering historical questions.

Over the course of the scheme, children develop their understanding of the following key disciplinary concepts:

• Change and continuity.

• Cause and consequence.

• Similarities and differences.

• Historical significance.

• Historical interpretations.

• Sources of evidence.

These concepts will be encountered in different contexts during the study of local, British and world history. Accordingly, children will have varied opportunities to learn how historians use these skills to analyse the past and make judgements. They will confidently develop and use their own historical skill set. As children progress through the Kapow scheme, they will create their own historical enquiries to study using sources and the skills they have developed.

Substantive concepts such as power, trade, invasion and settlement, are introduced in Key stage 1, clearly identified in Lower key stage 2 and revisited in Upper key stage 2 (see Progression of skills and knowledge) allowing knowledge of these key concepts to grow. These concepts are returned to in different contexts, meaning that pupils begin to develop an understanding of these abstract themes which are crucial to their future learning in History.

The Kapow scheme follows the spiral curriculum model where previous skills and knowledge are returned to and built upon. For example, children progress by developing their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of historical contexts and periods.

History in Action videos explain the careers and work of those in history and heritage-related fields. Historians, archivists, archaeologists, museum curators, teachers and heritage experts discuss their love of history, how they became interested in the subject, how they got into their jobs and what their jobs involve.

Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied.

Guidance for how to adapt the teaching is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts, concepts and vocabulary.

Strong subject knowledge is vital for staff to be able to deliver a highly-effective and robust history curriculum. Each unit of lessons focuses on the key subject knowledge needed to deliver the curriculum, making links with prior learning and identifying possible misconceptions. Kapow has been created with the understanding that many teachers do not feel confident delivering the History curriculum and every effort has been made to ensure that they feel supported to deliver lessons of a high standard.

Impact

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a skill catcher and knowledge assessment quiz which can be used at the end of the unit to provide a summative assessment.

After the implementation of Kapow Primary History, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will be critical and analytical thinkers who are able to make informed and balanced judgements based on their knowledge of the past.

The expected impact of following the Kapow History scheme of work is that children will:

● Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.

● Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.

● Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.

● Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.

● Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.

● Understand how historians learn about the past and construct accounts.

● Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.

● Explain how and why interpretations of the past have been constructed using evidence.

● Make connections between historical concepts and timescales.

● Meet the relevant Early Learning Goals at the end of EYFS (Reception) and the end of key stage expectations outlined in the National curriculum for History at the end of Key stage 1 and 2.

At Worthington Primary School, we have implemented a structured approach to assess pupil learning at the end of each teaching unit through a whole class assessment grid. This initiative is designed to enhance the quality of teaching and learning by providing clear insights into pupil progress relative to the defined learning objectives.

Key Features of the Assessment Grid:

1. Learning Objectives Tracking:
   1. Each unit of teaching includes specific learning objectives that are clearly defined and communicated to pupils.
   2. The assessment grid indicates whether the class has met these objectives at three levels:
      1. Most: The majority of pupils have achieved the objective.
      2. Some: A portion of pupils have achieved the objective.
      3. Few: Very few pupils have achieved the objective.
2. Identification of Pupil Progress:
   1. The grid allows teachers to identify pupils who are excelling and those who are not meeting expected development milestones.
   2. This differentiation supports targeted interventions and personalised learning strategies to address individual pupil needs.
3. Collaboration with Subject Coordinator:
   1. Completed assessment grids are passed to the subject coordinator, facilitating a collaborative approach to monitoring and improving educational outcomes.
   2. The subject coordinator can analyse trends across different classes and units, ensuring that effective teaching practises are shared and implemented school-wide.

Impact on Teaching and Learning:

• Informed Instruction: The assessment grid provides teachers with valuable data that informs future lesson planning and instructional strategies, ensuring that teaching is responsive to pupil needs.
• Enhanced Accountability: By documenting pupil progress against learning objectives, teachers are better equipped to hold themselves accountable for pupil outcomes and to celebrate successes.
• Targeted Support: The identification of pupils who are behind expected development allows for timely interventions, ensuring that all pupils receive the support they need to succeed.
• Continuous Improvement: The feedback loop created by sharing assessment data with the subject coordinator promotes a culture of continuous improvement, where teaching practises can be refined based on evidence of pupil learning.

Overall, the implementation of the whole class assessment grid has significantly enhanced our ability to monitor pupil progress, tailor instruction, and foster an environment of achievement for all pupils at Worthington Primary School. This aligns with our vision of Opportunity and Achievement for All, ensuring that every pupil is supported in reaching their full potential.