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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 Learning Pathway and Progression Map

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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