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History
At Thurgoland our aim is for children to ‘gain a coherent knowledge and understanding of Britain’s past and that of the wider world’. In learning about the past, children are able to understand and make sense of the world, which they live and foster a love of learning, through our enquiry approach. Secondly, the methods employed in discovering and interpreting the past enable children to practise and develop resilience in using a wide variety of skills.
As a Church of England School, every aspect of the school’s work is underpinned by Christian values. We endeavour to use the subject of history as a tool to respect and explore the impact of faith in our society in the past and how that may have resonance today.
Intent
At Thurgoland we intend to:
- Build children’s knowledge of key historical times, people, events and societal change, encouraging children to respect the significance.
- Developing their resilience and skills to further understand and explore the subject – becoming curious historians.
- Develop children’s knowledge and understanding of various time periods and be able to compare and contrast different historical times.
- Use the enquiry approach to foster chronological thinking, curiosity of evidence and informed conclusions.
- Promote a love of learning by encouraging all learners to be inquisitive about events and significant individuals and understand their impact on society.
- Ensure that all learners are able to develop a give it a go attitude in history by providing scaffolding and support, including vocabulary banks and adaptations to tasks and resources.
- Develop children’s knowledge and understanding of historical concepts through the key strands of chronology, people, places, events, society and change, industry and transport, religion and invaders and settlers.
Implementation
Historical implementation
- Long term: Collaborative planning ensures that pupils cover all the objectives set within the National Curriculum / Development Matters and that skills progress from year group to year group
- Medium term: Staff follow the medium-term plans written by the subject lead and derived from the History knowledge progression document for their year group.
- Short Term: We follow a historical enquiry led approach to each lesson, which cumulates in an overarching question to allow children demonstrate their knowledge and skills developed across the unit.
- Activities are planned bearing in mind the range of ability within a class: children are supported with vocabulary banks, task and resource adaptations;
- The carefully crafted questions in each lesson provide challenges for children to inquire more deeply.
- Children are assessed at the end of each history unit through an end of unit exit piece designed to allow pupils to aim high and demonstrate their knowledge.
- Where appropriate, staff plan for cross curricular opportunities.
- Throughout school children revisit key themes of: local change, society: Change and legacy, significant individuals and invaders and settlers.
- Suggested activities are put on dojo each half term to encourage children to aim high by questioning and researching their topics further.
Historical Concepts
Our History curriculum focusses on 8 key concepts. These concepts run through units in each year group. Units cover multiple concepts so that pupils are exposed to them throughout their History journey. While our concepts have a specific intent in terms of developing pupils’ knowledge, they all encourage pupils to consider the historical significance of what they are learning about and its relevance in the present day.
History at Thurgoland | |
Chronology | Chronology develops pupils’ knowledge of time. Pupils reason about the order of which events happen in order to develop chronological thinking. Through school it develops pupils’ ability to understand the progression through time and the relationships between the periods they study. |
People | As a concept, People looks at figures through history and their historical significance. It starts in EYFS with the importance people around them. It encourages pupils to question why that person is remembered and to consider their legacy. |
Places | The history of Place develops pupils’ understanding through school of local history, whilst also considering the historical significance of less familiar places. |
Events | Events develops pupils’ knowledge of key historical events and encourages them to look at changes that occurred as a result; both positive and negative. |
Society and change | Society and change develops pupils’ knowledge of cultural shifts, social hierarchies and technological advancements in different time periods. Pupils learn about and compare what life was like, starting within living memory and delving further into the past in KS2. |
Industry and transport | Industry and transport encourages pupils to focus on the significance of advancements in transport and how industry played a part in shaping places. |
Religion | Religion runs through KS2, when pupils have developed a solid understanding of faith and its influence. It develops pupil’s knowledge of how religion influenced and shaped people’s lives in the past and in the present day. |
Invaders and settlers | Invaders and settlers is visited in several KS2 units. It encourages pupils to think critically about the motives of invaders and challenges their thoughts about the consequences of settlers in the past. |
Equalities
All children at Thurgoland have an equal entitlement to access the curriculum and make progress in order to be their best self.
Inclusion
Subject leaders will work alongside SENCO and teachers to ensure that pupils with special educational needs, EHCPs and school focused plans will access the appropriate curriculum and reasonable adjustments will be planned and implemented by class teachers.
Where applicable children’s SEND provision maps incorporate adjustments and adaptations to specific curriculum areas. For example, in History, enlarging sources of evidence and simplified timelines.
Additional scaffold and support will be planned into lessons to support to children who fall below national expectations.
Greater Depth Children
Within lessons teachers provide activities to stretch and challenge children who are more able.
Impact
- Children at Thurgoland are knowledgeable about historical people, events and time periods that they have covered and can demonstrate a curiosity to the inquiry questions. They can articulate the significance of what they have learnt and how historical events or figures shape our lives today.
- Children demonstrate a real love of learning in history with engagement of all learners in lessons.
- Children use vocabulary with confidence and can articulate their learning journey across school. They can talk about people and events and how they fit into the time periods studied.
- Children develop the resilience needed for skills to work like a historian, using them to question and interpret a range of evidence.
- Children aim high through engagement with the topic homework. Children take pride in displaying their work on the history timeline.
- Subjects at Thurgoland are monitored through the year as per the monitoring calendar but also through regular drop ins and sharing of outcomes.
- Subject knowledge and skills are consolidated by the children completing an exit piece at the end of each topic. We will schedule in subject moderation to moderate a cross section of children’s work. From this we aim to build a bank of standardised exemplification materials with will aid teacher’s judgements in coming terms / years.
- Teachers plan and assess from the knowledge progression document, which has specific knowledge threads that are built upon year by year from EYFS to Y6.
Values that are at the heart of Thurgoland
#LEARNINGTOGETHERINFAITHANDJOY
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Halifax Road
Thurgoland
Sheffield
S35 7AL
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