Intent

‘A person without the knowledge of their past history, origin and culture is like a tree without roots’. Marcus Garvey

At St Benedict’s, we believe a high-quality History education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. Children at St Benedict’s are exposed and immersed in rich historical texts that deepen their knowledge and understanding of what they are learning. We learn about the history of our local community such as the history of the steel works this is incorporated into our long term planning.

Aims of the History Curriculum

The national curriculum for history aims to ensure that all pupils:

• know and understand the history of Britain as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

Implementation

At St Benedict’s History is taught across each year group in units that enable pupils to study in depth key historical understanding, skills and vocabulary. Each unit aims to activate and build upon prior learning, including EYFS, to ensure better cognition and retention. Each unit is carefully sequenced to enable pupils to purposefully layer learning from previous sessions to facilitate the acquisition and retention of key historical knowledge and events. Learning is  revisited either later in the year or in the following year as part of a spaced retrieval practice method to ensure pupils retain key knowledge and information. History is studied chronologically and comparisons are made between different time periods and cultures including linking to other subject areas such as Geography and Design & Technology.

As well as ensuring pupils are taught key knowledge, each module is designed to offer pupils the opportunity to develop their skills as an Historian by understanding chronology, undertaking enquiry, using historical evidence and making connections in their learning. Pupils are taught to think critically, using a range of sources to draw conclusions and are encouraged to make connections across the curriculum, for instance, understanding how technology has been influenced and developed due to historical events or discoveries.

At the start of each unit, pupils undertake a short quiz, using platforms such as Socrates, to establish prior knowledge and understanding of the unit content. Throughout each unit pupils continually revisit previous content to reinforce key knowledge and vocabulary. At the end of the unit, pupils take another quiz to check their understanding and knowledge. This approach allows pupils to utilise effective cognitive load and ensure retention.

The impact

Teachers assess pupils throughout each session using the grids below to monitor pupils and inform planning for subsequent sessions. Pupils who are identified as needing support will be supported either during post teaching interventions or in the following session as appropriate. Pupils working at above expected standards will also be identified and challenged appropriately to extend their learning. Evidence of this support or challenge and necessary feedback will be clear in books. Most feedback is verbal and live during the session in accordance with our Feedback Policy

Useful Information