History
History at Middlemarch School
History - Intent, Implementation and Impact
INTENT
Our History curriculum engages children in a study of the ancient civilisations and major periods of British History. We provide pupils with an appreciation of our history and exploration through time with a clear understanding their place within it. Our history curriculum is designed to develop pupils’ fascination about the world encouraging them to ask questions of things beyond their lived experience. Lesson outcomes ensure delivery of robust historical knowledge, confident enquiry skills, the ability to interpret a range of primary and secondary evidence , collect and analyse data and to communicate findings in both written and oral form.
IMPLEMENTATION
History is taught through our weekly Topic lessons. Units are chosen to ensure coverage of key stage 2 national curriculum requirements with a balance of history and geography. , geography curriculum will be taught in response to driving questions which are aimed to be challenging, inspiring, creative, nurturing and encourage active learning. The learners will revisit geographical skills and knowledge in order to embed and deepen understanding. The lessons are carefully planned to ensure that all children are well supported in their learning and that opportunities for depth is planned for. We ensure that trips and visiting experts enhance the learning experiences for the children.
IMPACT
The impact of our history curriculum is that our learners are equipped with a historian's skills and knowledge that will enable them to be ready for the secondary curriculum and for life as an adult in the wider world. The children will be able to discuss their learning and demonstrate their knowledge and understanding through a range of activities. The children’s learning is assessed against the age-related expectations that are based on the 2014 National Curriculum statements for History.
History - Knowledge and Skills Progression Through History
| Year | Chronology | Range and depth of Historical Knowledge | Interpretations | Historical Enquiry | Organisation and Communication | Progression |
| 6 | Place current study on time line in relation to other studies use relevant dates and terms sequence up to ten events on a time line | Find about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings compare beliefs and behaviour with another period studied write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation know key dates, characters and events of time studied Compare and contrast ancient civilisations | Link sources and work out how conclusions were arrived at consider ways of checking the accuracy of interpretations – fact or fiction and opinion be aware that different evidence will lead to. different conclusions confident use of the library etc. for research | Recognise primary and secondary sources use a range of sources to find out about an aspect of time past. Suggest omissions and the means of finding out bring knowledge gathering from several sources together in a fluent account | Select aspect of study to make a display use a variety of ways to communicate knowledge and understanding including extended writing plan and carry out individual investigations | Skills |
| 5 | Place current study on time line in relation to other studies know and sequence key events of time studied use relevant terms and periods labels relate current studies to previous studies make comparisons between different times in history | Study different aspects of life of different people – differences between men and women examine causes and results of great events and the impact on people compare life in early and late times studied compare an aspect of life with the same aspect in another period Study an ancient civilization in detail (e.g. Benin, Shang Dynasty, Eygpt) | Compare accounts of events from different sources. Fact or fiction offer some reasons for different versions of events | Begin to identify primary and secondary sources use evidence to build up a picture of life in time studied select relevant sections of information confident use of library, e-learning, research | Fit events into a display sorted by theme time use appropriate terms, matching dates to people and events record and communicate knowledge in different forms· work independently and in groups showing initiative | Knowledge |
| 4 | Place events from period studied on a time line use terms related to the period and begin to date events understand more complex terms e.g. BCE/AD | Use evidence to reconstruct life in time studied identify key features and events look for links and effects in time studied offer a reasonable explanation for some events Develop a broad understanding of ancient civilisations | Look at the evidence available begin to evaluate the usefulness of different sources use of text books and historical knowledge | Use evidence to build up a picture of a past event choose relevant material to present a picture of one aspect of life in time past ask a variety of questions use the library, e-learning for research | Select data and organise it into a data file to answer historical questions know the period in which the study is set display findings in a variety of ways work independently and in groups | Understanding |
| 3 | Place the time studied on a time line sequence events or artefacts use dates related to the passing of time | Find out about everyday lives of people in time studied compare with our life today identify reasons for and results of people’s actions understand why people may have had to do something Study change through the lives of significant individuals (e.g. Queen Elizabeth I and Queen Elizabeth II) | Identify and give reasons for different ways in which the past is represented distinguish between different sources and evaluate their usefulness look at representations of the period | Use a range of sources to find out about a period observe small details – artefacts, pictures select and record information relevant to the study begin to use the library, e-learning for research ask and answer questions | Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, mode | Understanding |
History - Linking History Throughout The School
History - Look At Our Fabulous Work!
History - Supporting The Learning of History At Middlemarch School
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