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:
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.