History at St Benedict’s
Intent
Our St Benedict’s curriculum is designed with the intent to maximise the potential of all of our pupils;
intellectually, socially, morally, emotionally and culturally. We take every opportunity to encourage a love for learning within all of our pupils, based around a resilience for learning and achieving greatness. Most importantly we allow our children to learn in a safe and stimulating environment, where their views are valued.
The history curriculum at St Benedict’s makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the history of their locality.
Topics are informed by the national curriculum and the context of the local area. The history curriculum at St Benedict’s is carefully planned and structured with skills all mapped out, to ensure that pupils build on secure prior knowledge over a two year rolling programme and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at St Benedict’s aims to ensure that all pupils develop skills in:
- Chronological Understanding;
- Range and Depth of Historical Understanding;
- Historical Enquiry;
- Interpretations of History;
- Organisation and Communication.
Implementation
History is taught through our CUSP curriculum. Teachers identify the key knowledge and skills of each topic and consideration is given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives.
Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Mayan’s.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and literacy lessons enabling further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the national curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in Foundation Stage to have an ‘Understanding of the World; people and communities; the world and technology’ by the end of the academic year.
Impact
Outcomes in History books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children reflect on their learning at the end of each topic and are actively encouraged to identify their own target areas, as well as reviewing their own learning styles, with support from their teachers.
Teachers complete subject tracking sheets to identify pupils’ progress across the school and ensure smooth transitions throughout the school.
The monitoring of Historytakes the form of:
- Lesson observations and feedback;
- Learning walks and pupil voice conversations;
- Planning scrutiny followed by support where necessary;
- Book scrutinies on a frequent basis;
- Data analysis.
