At Bayton CE Primary, we believe that high-quality history lessons inspire children to want to know more about the past and to think and act as historians.
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 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
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. We plan visits, visitors and involvement in the community to provide first hand experiences to develop and support learning and make it memorable. 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.
Outcomes in topic and literacy books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session and are actively encouraged to identify and record their new historical learning on their historian learning map. This enables children to see their individual progression within their historian learning journey. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world to become curious and know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Heritage projects provide further relevant and contextual learning, engaging members of the community in children’s learning and providing positive role models from the community for children to learn from.
Our Historical progression of skills is assessed every term and is tracked by our subject Leader Miss Platt. This assessment informs planning and differentiation within lessons.