History at Rolls Crescent

Intent:

At Rolls Crescent our History curriculum is designed to develop children’s curiosity and fascination about the world where we believe the high quality history lessons inspire children through the big question and whole school drivers to want to know more about the past and to think and act as historians. We believe at Rolls Crescent that the cross curricular approach with History and the topics is very important for connections and engagement however we fully understand the importance of the history skills that need progression across school and the knowledge led learning aspects as well. Children through their history topics have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically.

Our knowledge-based History curriculum is coherently planned and sequenced to ensure pupils acquire key knowledge and skills systemically. Topics have clear progression through the year and previous knowledge is built upon throughout the key stages. The school curriculum overview is based around school values and the 6 half termly drivers of whole school approach where progression is clear. Teachers in history inspire all children and really drive the love of learning and developing future independent learners.

We develop children with the following essential characteristics to help them become historians:

• An excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past.
• All British history is taught in chronological order so children as they go up the school become more and more recent to the current times which also underpins children’s sense of periods, as well as key concepts.
• The ability to think critically about history and communicate ideas confidently to a range of audiences.
• Through P4C, debating and speaking and listening opportunities children are able to challenge their own and others views using historical evidence from a range of sources. As well as discussing and evaluating the past by formulating and refining questions and lines of enquiry.
• The children have a desire to embrace challenging activities including opportunities to undertake high quality research across a range of history topics.
• Children are developing a sense of curiosity about the past and how and why people interpret the past in different ways.
• Our curriculum is adapted for pupils with SEND to ensure they are included and can access the learning. We ensure that they have access to prior learning to ensure they can link previous learning to new learning as well as being able to access the skills and knowledge being built upon in new learning.

Implementation:

Teachers In Rolls Crescent are provided with an additional 12 planning meetings peer year on top of their weekly PPA, to plan their curriculum these come in terms of a planning week every half term where they have one hour on the Wednesday after school and one hour on the Thursday. As part of this planning process, teachers need to plan the following.

• A knowledge organiser which outlines knowledge including vocabulary all children must be able to master by the end of the topic.
• A big question approach where there is a big question and 4-5 sub questions and then the pupil voice section where children have asked question to develop their curiosity which is integrated into the planning and the delivery.
• From this big question approach there will be a cycle of lessons for each subject which is carefully planned for progression and depth.
• Pre and post learning tasks to see the progression they have made within the taught knowledge and skills.
• Challenging questions for pupils to apply their learning in a philosophical/open manner.
• Trips and visiting experts who will enhance the learning experience.

Impact:

Our History curriculum at Rolls Crescent is of a high quality, well throughout and is planned to demonstrate progression. If children are keeping up with the weekly lessons and the overriding curriculum they are deemed to be making good progress. In addition, we measure the impact of our curriculum through the following methods.

• A reflection on standards achieved against the planned outcomes (post task)
• Formative assessment based on where the children are up to against the expected standard of skills and knowledge for the topic.
• Celebration of learning for each half term against the school driver for that half term.
• Pupil voice about history and the curriculum.