History
INTENTThe teaching of history at Hampstead Norreys and The Ilsleys, is designed to aid teachers to help students form a historical knowledge.
As a school we map:
Breadth of study- the topics the students will study
Threshold concepts- the big ideas in history that students will explore through every topic (investigate and interpret the past, build an overview of world history, understand chronology, and communicate historically)
Rubrics- the goals that students should reach to show they are meeting the expectations of the curriculum.
Rubrics are the goals that students are aiming for, through developing strong knowledge, vocabulary and tasks children progress through the Rubrics at different levels.
Disadvantaged children and those with SEND are given full access to the history curriculum. Teachers use a range of strategies to enable all children to become successful historians including:
Discrete teaching of vocabulary to ensure all children are access and used historical terminology
Pre-teaching where appropriate for example: sharing texts with a child prior to the lesson
Thinking maps and mind mapping to enable children to organise and memorise key knowledge.
IMPLEMENTATION
What history looks like in lessons:
Children gain a deeper understanding of history through the use of resources/artefacts.
Knowledge gained about history with connections made
Rubrics and Meta-Cognition used to also guide planning/assessment
What history looks like outside of lessons:
Cross curricular links where appropriate
Visits to historic places or visitors in school
Clear evidence of our key values
IMPACT
Formative Assessment
Pre unit assessment
Verbal Feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.
Summative Assessment
End of unit assessment – cultural capital and topic evaluation.
Proof of Progress on rubrics.
Expectations in line with English
Our curriculum is designed to provide the foundations of learning from the outset, in the Foundation Stage, so that building blocks can be cemented and strengthened through deliberately repeating learning and making links to past and current learning across the curriculum. Our lesson design, knowledge and skills curriculum and rubrics ensure progression is secured and knowledge is retained in long term memory.
Our aim is to provide opportunities for our pupils to build on their general knowledge, knowledge of culture and of the wider world as they get older.
Curriculum Ethos and Implementation
Key Foci for Curriculum Development
Meta-Cognition, Vocabulary-Questioning, Pedagogical approaches
To develop an engaging, coherent, structured curriculum, so that pupils are able to apply knowledge and approach appropriate challenges with confidence, making good rates of progress and achievement across the curriculum (knowing more and remembering more).
Our curriculum sets out:
a) topics that will be covered;
b) the ‘skills and knowledge’ pupils should understand;
c) criteria for progression within the school (rubrics);
d) investigations for depth of understanding.
We recognise that Maslow’s Hierarchy of Needs must be addresses in order for children to reach their potential.
a) The curriculum planning for each year group ensures each teacher is clear about what content should be covered. As well as providing the key knowledge within subjects, it also provides opportunities for pupils’ growing cultural capital.
b) Vocabulary and investigations are the key disciplinary aspects of each subject. They are chosen to build conceptual understanding within subjects and are repeated many times throughout the year.
c) Rubrics define the standards for each of the concepts taught.
