History is an integral part of our provision and ethos at Lakey Lane. It is firmly placed within the context of our aims, visions and values as a school – Aspiration, Citizenship and Equality. At Lakey Lane, we recognise that history fires pupils’ curiosity about the past in Britain and the wider world. We want our pupils to consider how the past influences the present, what past societies were like, how these societies were organised, and what beliefs and cultures influenced people’s actions. It is our aim is to encourage pupils to develop an appreciation and understanding of how the past has shaped our lives. We aspire for pupils to develop a passion for history.
Intent
We aim to deliver our curriculum through 3 key drivers which underpin our children’s learning.
Aspiration— Our history curriculum aims to broaden our pupils' knowledge of local, nationaland world history. It aims to help them understand how the past can shape their future. This is intended to help children shape their dreams and hopes for what is yet to come. Our aim is that pupils will understand the changes that took place during different time periods but also the aspects that stayed the same (evolution).
Citizenship - We strive to ensure that the teaching of history gives our children a sense of identity set within our social, political and economic relationships. We want our pupils to develop a strong knowledge of chronology as this will enable them to understand their own place in history.
Equality - children will develop an understanding of the complexity of peoples’ lives, the diversity of societies and beliefs whilst celebrating these differences. This will help our children to understand the legacy of different time periods and aspects within it, and how this has an impact of equality across the world.
Lakey Lane History Intent based on our 6 school values.
Ambition - to inspire children to be inquisitive and highly skilled historians. Through developing a deep understanding of the past, our children will have the ability and knowledge to shape the future not only for themselves but for those around them. Self-belief — to know that what they learn through history can influence their decisions about personal choices, attitudes and values. To recognise that the diversity of human experience can help them understand more about themselves and members of society.
Community — to develop a sense of identity through learning about the past and how history has shaped society and their own lives.
Respect— to understand that people interpret the past differently and use different ways to present their ideas.
Curiosity — to develop children’s interests about the past in Britain and the wider world. History lessons focus on the children working as historians and developing essential historical skills.
Kindness — to acknowledge and appreciate that history is about real people who lived, and real events which happened in the past. It is knowing how peoples’ acts of compassion have influenced the present and how theirs can influence the future.
Implementation
Our history curriculum is taught across a half term of each term. Units of work have been sequentially developed in order to build upon pupil’s prior learning in order that they know more and remember more. Our curriculum ensures coverage of the national curriculum 2014 and also considers the school context by ensuring that key historical figures, events and places have been carefully chosen in order to represent the diversity of people who live in our world.
We have three key threads that drive our history curriculum.
We specifically chose these to ensure that pupils understand the links between themselves and the past. They are closely linked to the key threads in the geography curriculum –sustainability – impact and change. Our humanities curriculum has been carefully planned to ensure that they complement each other and so that pupils can apply their knowledge across both history and geography.
Our curriculum begins in the Early Years Foundation Stage (EYFS) where our children listen to a broad selection of stories, non-fiction texts, rhymes and poems which foster their understanding of our culturally, socially, technologically and ecologically diverse world. Children are introduced to vocabulary associated with history as they explore the passing of time in their own lives and learn about significant events in the recent past– this is the first step to becoming a historian.
In KS1, historical skills focus on the world around them and their living memory of history before moving to events that go beyond living history. This ensures a firm foundation for KS2 history.
In KS2, the history curriculum is set out in chronological order to allow pupils to reference previous events in time. All pupils are required to make connections and historical links with prior learning of people, events, societies and epochs. Further relevance is provided whenpupils explore significant figures and locations in their local area, allowing them to achieve a sense of relevance and belonging through local history.
In lessons, pupils use retrieval skills to access prior knowledge which will support them in their current and future learning. They are encouraged to evaluate primary and secondary sources to develop the skills of enquiry, analysis, interpretation and problem-solving. Lessons are appropriately adapted for pupils who need additional support.
Impact
How will we know our intent has been fulfilled?
- Children will know and remember more from their starting points
- Pupils are able to talk with confidence and enthusiasm about what they have learnt in history, using subject specific vocabulary.
- Pupils take part in regular assessments throughout a history unit by completing Key Learning Tasks (KLT) These will show that children are able to retain prior-learning.
- Children will explicitly make connections between what they have previously learned and what they are currently learning.
- Pupils are able to use their knowledge to have