We aim to give children a high-quality history education which will help them gain an understanding of the past and develop key historical skills. We encourage children to think critically and examine evidence and arguments in order to develop their own judgement and opinion. Our history curriculum also gives children the opportunity to compare and contrast life in the past and to examine why and how things have changed. Each historical topic focuses on 5 main themes – transport, religion, food, clothing and homes. These themes are taught within topics and used as comparisons to other topics to help deepen children’s understanding of different periods in History. It promotes the term ‘sticky knowledge’ and they can use the information learnt from one topic to build on their understanding of another topic
Pupils ask and answer questions about the past, investigating key people and events from different points in History.
Pupils will collect and record information from primary and / or secondary sources, analysing data and presenting results appropriately to their intended audience.
The ability to reach clear conclusions and explain their findings. Pupils will be able to make reasoned judgements and justifications.
Broad and Balanced Curriculum
To ensure high standards of teaching and learning in history, we follow the National Curriculum guidelines to ensure all aspects, knowledge and skills of History are being taught across all year groups. We implement a curriculum that is progressive and ensures there is clear skills, knowledge and vocabulary progression throughout school. The teaching of History is guided by the progression of skills and knowledge expectations documents created by the History lead. These documents inform teachers of the expectations of the topic they are teaching and they are encouraged to teach History through a variety of different methods using a variety of different resources based on the teacher’s judgement. Teachers plan lessons suitable to their class’s interests and take into consideration what they want to learn and the interests they demonstrate to ensure their learning is engaging, broad and balanced.
At Bader Primary School each topic starts with a ‘hook’ or a ‘hook day’ to engage and excite the children about the topic they will be learning. Children will engage in a variety of practical activities planned for by the class teacher. Throughout the topic we provide a variety of opportunities inside and outside the classroom and, where appropriate, we use historical artefacts, visitors, workshops and educational visits to excite and intrigue our children to find out more about events and people from the past. We aim to give our children as much understanding as possible about what it was like to be around at a particular period in history by having practical and experimental lessons where possible. Children are provided with Knowledge and Skills mats where they regularly review the learning and skills they have practised in their History lessons. All topics will end with a ‘final flourish’ where children get to celebrate and showcase their learning while engaging in a variety of practical activities planned for by the class teacher. In addition, parents are invited into the classroom at the end of the topic as part of a ‘Parent Showcase’ where their child will have the opportunity to share the work they have been doing, what they have learnt and engage with the school and staff.
Lesson Structure: Each History lesson is structured to encompass prior learning, key vocabulary, new learning and retrieval of learned knowledge practice. Each topic will start with a ‘Hook’ and finish with a ‘Final Flourish’.
What a Good Lesson Looks Like: Each lesson begins with a recap on the prior lesson/topic. The next focus is reading a short piece of text to help deepen key vocabulary through whole class input. Next, the lesson will focus on the learning objective and Historical skills that are being taught. The lesson is summarised through the use of questions and reflection on what they have learnt so far and how they will move their learning forward.
Assessment: The children are formatively assessed through AfL techniques such as questioning and prompts so that misconceptions and errors in knowledge can be addressed, and skill development can be refined and improved. Summative assessment is through each topic using the curriculum plans to inform the future steps and to close any gaps that exist. In Key Stage 2, children will be assessed at the end of each topic by creating a ‘double page journal’ where they showcase their learning using the school’s ‘Brain, Book, Buddy’ metacognition strategy, which promotes independent learners.
Cross Curricular Links: Where possible, links will be made to current areas of the curriculum, which will engage and make learning relevant.
Through the high quality first teaching of History taking place we at Bader see the impact of this subject in different ways:
- Through pupil voice children are excited about their topics and are keen to talk about what they have been learning.
- ‘Hook’ days and ‘Final Flourish’ days are enjoyed by children and spoke of positively during pupil voice. Children are proud to showcase their learning.
- Children are beginning to talk about the skills and knowledge they have acquired.
- Children are engaged in History lessons, demonstrating curiosity and want to find out more.
- Work shows that a range of topics are being covered, cross curricular links are made where possible and differentiated work set as appropriate.
- The school environment will be history rich through displays, resources, vocabulary etc.
- The curriculum is accessible to all learners.
- From September 2021 onwards, we aim for assessments to show high standards of learning in History.
Homes and Toys
Great Fire of London
Significant Historical Figures
Stone Age to Iron Age
Anglo Saxons and Vikings
World War 1
World War 2