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Market Drayton Infant & Nursery School

‘An excellent, happy school, where we enjoy learning’

History

As Historians we want the children to:

Implementation - How Do We Deliver the History Curriculum?

Our History Curriculum design is based on Chris Quigley Essentials Curriculum. Underpinned by the curriculum drivers, our history curriculum sets out:

A clear list of breadth of topics that will be covered.

This includes the areas of history that we cover.  At early years, this is rooted in the children’s everyday experiences.  As they move into years one and two, they start to look at famous people, such as Emmeline Pankhurst and historical events, for example, The Great Fire of London.  As they progress into KS2 (Year 3-6), they look at periods of history, for example, The Roman Empire.

The road map gives you a really good overview of our topics from nursery to Year 6.

 

The ‘threshold concepts’ are what pupils should understand.  In history, these are returned to again and again across all year groups, they are what develops us as historians.  These include:

•             Investigating the past and interpreting evidence

•             Develop and overview of world history

•             Understanding chronology

•             Communicate historical information

This returning to the same thing again and again is called interleaving.

The detailed progression can be found in the document below. 

 

History Curriculum Pathway

History Curriculum Pathway and Progression Map

Special Educational Needs and History

How do we ensure all children can access history lessons?

Effective quality first teaching is the key to enabling all children to participate and develop their historical knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. This is the same in every subject and differentiation is adjusted as expectations of individual pupils rise through progress. Challenge and support specific to history may include:

•             varying the types of sources and artefacts used

•             first hand experiences

•             some pre-teaching as well as using more advanced vocabulary

•             providing picture clues and definitions for those needing more support

•             pupil knowledge organisers

Pupils not secure within a lesson sequence are noted and adjustments made to the differentiation or level of support given. Similarly, added challenge is given if pupils are identified as requiring it. This may be noted by the teacher through questioning or the use of written work.

Impact - How Do We Help Children Get to a Deep Level of Understanding?

Through the explicit teaching of the History skills, both the teachers and the pupils assess their learning continuously throughout the lesson. To help children get to a deep level of understanding we use quizzes and knowledge maps that we return to again and again. 

 

Children develop each concept over time and it takes a two-year period to get to a deeper level of understanding at the appropriate age.  For example, in year one, children will have a basic understanding of chronology at an age appropriate level, but by revisiting this they should have a deeper level of understanding by year two.  Summative assessments are carried out towards the end of each year.

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