History Subject Leader - Planning Statement
Article 29 states:
Education must develop very child’s personality, talents and abilities to the full. It must encourage the child’s respect for…their own and other cultures…
History is a valued part of the curriculum which helps our children understand their own lives by exploring the past enabling them to make sense of the world in which they live. The History topics are taught in chronological order across the school and teachers use the National Curriculum for guidance. Teachers also use the Rickmansworth Park Concepts and Skills document to ensure all elements of History are covered. Where possible, History is linked to Geography and other foundation subjects to ensure that it is taught in a meaningful way. Teachers also use the Assessment Criteria from Rising Stars to further inform their planning.
In Reception, opportunities are planned from the Early Years Foundation Stage in the EYFS Specific Area of ‘Understanding the World’. Teachers plan early experiences which introduce the concept of time and change.
The planning itself takes a variety of formats and draws on own plans, published plans from the internet, Twinkl, PlanBee, TES and Hamilton Trust.
Teachers in KS1 and KS2 incorporate at least one field visit and/or a local trip to further enrich the children’s learning. Agencies from outside, for example, Portals from the Past, also come into school to lead workshops with the children.
What makes our History curriculum great?
1. It is underpinned by aims, values & purpose.
e.g. Article 29 UN Convention of Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
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2. It develops the whole person – knowledge, skills, understanding & attitudes. Knowledge – children are introduced to chronology and gain an understanding of time and where they are in relation to other periods of history. They learn about different periods of history Skills – children are taught to be real ‘historians’ by following lines of inquiry so they are able to make deductions about the past, e.g. looking at artefacts, research skills Understanding and Attitudes – children gain an understanding of how history has impacted on and shaped modern day life. |
3. It is broad and balanced. All aspects of the National Curriculum are covered and throughout the school the topics are taught in chronological order. Throughout the Key stages, children:
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4. There is clear progression in subject knowledge and skills. Teachers use progression of skills document when planning their lessons. There is a balance between historical knowledge, concepts and enquiry. Teachers also use the Rising Star assessment framework to inform their planning.
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5. It is filled with rich first-hand experiences. Staff work incredibly hard to enrich the History curriculum. Y3 went to COAM for a Stone Age and Iron Age workshop and Hatfield House when studying the Tudors. Y5 went to St Albans for a Victorian day. Portals to the Past come into school to deliver Saxon, Greek and Stone Age workshops to the relevant year groups.
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6. It is flexible and responsive to individual needs and interests. History is taught in a way to interest the children, e.g. children make deductions from primary sources (letters, diaries, handle artefacts), they go on trips and children learn songs related to their topic. Some topics are taught via a historical inquiry, e.g. ancient Greeks) |
7. It has an eye on the future and the needs of future citizens.
Children have an understanding of where they come from and what challenges people have faced in the past. They are taught how the past has shaped today, e.g. Olympic Games, Roman influences, and Saxon names. Also when talking about Remembrance Sunday, children recognise how British soldiers changed history to impact on their lives. Children are taught the History of Digital Music.
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8. It encourages the use of environments and expertise beyond the classroom.
Trips are organised: COAM Toy Museum Victorian Trip to St Albans Portal to the Past – Roman, Saxon, Ancient Greek workshops
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9. It makes meaningful links between areas of knowledge across the curriculum. Links are frequently made with other areas of the curriculum, e.g. in Art Y5 children look at Anglo Saxon brooches and create their own designs and Y4 make their own Death Masks. Year 4 paint Stonehenge. In YR4 when studying ancient Egypt, children learn about deserts. YR6 study Africa in Geography after studying Ancient Benin. EYFS talk about change over time when melting ice cubes.
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10. It has a local, national and global dimension. History from different parts of the world are taught (ancient Egyptians, Greeks, Benin) as well as British history. Yr1 and 6 study an area of local history.
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11. It is supported by high quality Subject Leader CPD. The History lead consulted the Hertfordshire advisor before changing the units of work taught at RPS. Attended course on assessment and progression.
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12.SMSC is embedded within the curriculum. (See SMS Subject Statement) |
Social Moral Spiritual Cultural Links
Spiritual
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Moral
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Social
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Cultural
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