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History

The History Subject Leader is: Mr Tim Downes

tdownes@fitzwilliam.wakefield.sch.uk

Subject Ambassadors are Annabelle and Tyler

History Statement of Intent

 

The intent of our History curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will

 

    • Increase and develop their historical skills, concepts, knowledge and attitudes.
    • Increase their understanding of the present in the context of the past.
    • Develop and use their skills in enquiry, analysis, evaluation, and argument.
    • Develop their interest in the past, arousing their curiosity and motivation to learn.
  • Develop a sense of identity through learning about the past.
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School has identified key intentions that drive our History curriculum. At Fitzwilliam Primary School our History curriculum intentions are:

 

Intent

Research link

Implementation

Impact

To build a History curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to enquire, research and analyse in History.   Children will know more, remember more and understand more.

 

To design a history curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum History Programmes of study, to fulfil the duties of the NC whereby schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.

“Most fundamentally, history teaches us to look past the ephemeral and search out the underlying, long-term dynamics of problems” Crowcroft 2018

 

OFSTED Curriculum Research indicates that:

OFSTED research defines a ‘knowledge-rich’ approach as one in which curriculum leaders are clear on the “invaluable knowledge they want their pupils to know”. (September 2018)

 

Enhancement - Education Endowment Fund research indicates that given the complex nature, and limited evidence of impact on attainment of enrichment activities, it is important to think carefully about what you are intending to achieve. It is also important to consider carefully whether such activities should replace curriculum-linked activities, as this might have a negative impact on attainment.

  • Clear and comprehensive scheme of work in line with the National Curriculum. The History National Curriculum and EYFS is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum. Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.
  • Knowledge Organisers
  • Language - The promotion of a language rich History curriculum is essential to the successful acquisition of knowledge and understanding in history.         The promotion and use of an accurate and rich historical vocabulary throughout school is planned in history.

Children have access to key knowledge, language and meanings to understand History and to use these skills across the curriculum.

  • History Focused Working Walls

History Working Walls throughout school focus on key aspects of History and exemplify the terminology used throughout the teaching of History, BV and SMSC, which enables pupils to make links across the wider curriculum.

  • Research: On occasions children may well be asked to research historical aspects of their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in history.
  • Basic skills -English, Maths and ICT skills are taught during discrete lessons but are revisited in history so children can apply and embed the skills they have learnt in a purposeful context.
  • Enhancement - We plan termly visits, visitors and involvement in the community activity to provide first-hand experiences for the children to support and develop their learning.         This is often linked to history (please see Cultural capital overview). We recognise that to have impact the planned cultural capital must be clearly linked to the statutory historical knowledge to be acquired and provide the opportunity for children to better understand the knowledge or apply what they already know.
  • Children will know more, remember more and understand more about History.
  • Children will understand and use the key skills of chronological understanding, Knowledge and understanding of events in the past, Historical interpretation, Historical enquiry and organisation and communication.
  • The large majority of children will achieve age related expectations in History.
  • As historians children will learn lessons from history to influence the decisions they make in their lives in the future.

 

 

 

 

 


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  • Aspire Teaching School
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  • National Teaching School