Purpose of study
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. Teaching should equip pupils to ask perceptive questions,
think critically, weigh evidence, sift arguments, and develop perspective and judgement.
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.
The national curriculum for history aims to ensure that all pupils:
Key stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding
of British, local and world history, establishing clear narratives within and across the
periods they study. They should note connections, contrasts and trends over time and
develop the appropriate use of historical terms. They should regularly address and
sometimes devise historically valid questions about change, cause, similarity and
difference, and significance. They should construct informed responses that involve
thoughtful selection and organisation of relevant historical information. They should
understand how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local
and world history outlined below, teachers should combine overview and depth studies to
help pupils understand both the long arc of development and the complexity of specific
aspects of the content.
Pupils should be taught about:
How do we plan for progress in history?
By planning for progress, we ensure all children have the opportunity to develop their historical knowledge and improve in key supporting skills as they proceed throughout their primary education. The progression document below has been adapted for our split-year classes: Unicorns (Y1/2), Phoenix (Y3/4) and Dragon (Y5/6).
What would you see in a history lesson?
In a history lessons at North Cadbury School, you will see the sequence of lessons and activities are well planned, and that teachers use a range of resources, especially ICT resources, to ensure progressive learning and acquisition of skills in geography. You will see lessons full of engaged and motivated pupils alongside teachers that have high expectations of pupils’ learning. In KS1 and Reception, history is taught as an intrinsic part of the English curriculum with overlap into many other curriculum areas to complement learning. In contrast, KS2 approach history in line with the expectations that will be found in KS3 and beyond where history lessons are timetabled into discrete weekly blocks. Borrowing from the KS1 approach, KS2 also ensure their history offering is enriched by combining with other curriculum areas, especially English, to provide the best learning outcomes.
What would you see in books?
In the books, you will see a variety of evidence from photos of hands-on activities to extended writes which allow children to put to use their English skills in their foundation studies. The books will reflect the high expectations we have for all of the children under our care and clearly demonstrate our commitment to ensuring all of them meet fulfill their potential.
How do we assess history?
We use Teacher Assessment at the end of the academic year to children's progress in history by assessing them against our Framework of Skills. We take into account, not only the evidence demonstrated in books, but also their contributions during lessons over the course of the year. In KS2, history units are followed by a "double-page spread" which demonstrates the cumulative learning over the course of the unit, and this is a major contributor to the Teacher Assessment grading.
How do we tailor the learning to all students?
Differentiation is planning to ensure that all students in the class can understand and make progress in their learning. At North Cadbury Primary School we ensure: all students have the opportunity to explore the key concepts and achieve success, we use frequent formative assessment is used in order to monitor students’ progress, teachers are flexible about how they group students by giving them the opportunity to work alone, with different people or as a whole class and students are actively engaged in activities that will enable them to achieve success. We believe that differentiation is related to differential learning gains rather than focusing on attainment levels. Students who are making progress, regardless of their starting point, will need different opportunities from those who are not.
Which hashtags do we use to signpost work on Tapestry?
Please note that you must have a Tapestry account to see the work which teachers have shared on Tapestry and involves your child.