A curriculum designed for Billinge Chapel End Community Primary School
HISTORY – CURRICULUM INTENT
Purpose of study
Throughout their time at Chapel End Community Primary School the purpose of the History curriculum we deliver is to stimulate the student's interest and understanding about the life of people who lived in the past. We teach students a sense of chronology and through this, they develop a sense of identity and a cultural understanding based on their historical heritage. Thus, they learn to value their own and other people's cultures in modern multi-cultural Britain. This links to our aim of developing an awareness of Global Citizenship. We teach students to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and, by so doing, to develop the skills of enquiry, analysis, interpretation and problem-solving.
At Chapel End Community Primary School, the context of our setting (settlement based on coal mining, industries (particularly glass manufacture), railways and canals, means that it important to immerse our students in a variety of historical experiences; they will have a wide range of stimuli to enhance their knowledge including historical workshops, visits from experts and use of artefacts. Each historical unit of work taught will include enhanced activities‘such as: a visit to Roman Chester; an Ancient Greek Day and a Victorian Day preceding an opportunity to present their learning, such as a class museum, leaflet or class assembly.
In Early Years, history should provide opportunities to expand the children's knowledge and understanding of events, people and changes in the past and develop children's interpretive skills. They will be encouraged to develop a sense of time by talking about significant events in their own lives, such as birthdays and religious celebrations and to differentiate between past and present through learning about objects from the past, for example toys. They will also develop a sense of time through learning about the past – When did dinosaurs live? The focus of historical discussions will be personalised to the cohort of children and their interests and questions.
In KS1, students are given the opportunity to develop an awareness of the past through investigating household artefacts from the past and comparing them with modern day objects; using this to compare ways of life in different time periods.
In KS2, students are taught to describe key historical events within a specific time period using timelines within a period and across world history; using this knowledge to compare British, local and world history. Through strong links with our English curriculum, our children are given the opportunities to use their reading, writing and speaking skills to devise historically valid questions such as ‘How do we know the Stone Age existed?’, investigating the answers and present their finding in different ways. For example, our local history unit gives the children the purpose of writing to others about the special features of their local area.
At Chapel End, history knowledge and understanding is presented in a variety of ways using skills taught in English, mathematics, science, computing and art to develop more meaningful learning experiences. We believe children should be taught historical content through a variety of hands-on learning experiences to develop them as historians, for example handling artefacts, using primary and secondary sources, taking part in educational visits and having the opportunity to develop their knowledge of local history. The teaching of historical vocabulary is key for our children.
In the Early Years, children are assessed against the EYFS age related criteria within the strand of Personal, Social and Emotional Development and Understanding of the World.
At KS1 & 2 we use the National Curriculum charted through objective statements to monitor individual pupil progress against the key stage expectations. The system assesses pupil progress against age appropriate descriptors; this enables teachers to monitor which pupils are working towards their age related expectations and who may be exceeding these goals. This information is then used to inform curriculum planning outlining how additional support or challenge can be provided in order to meet the needs of our pupils. This information is also used by teachers when reporting to parents.