History

Chesham Bois CE School

History

 

History Intent

At Chesham Bois CE School we intend to develop young historians through historical enquiry to understand the history of their local area both in Chesham Bois and London, the UK and the world. Our history curriculum is cohesive so that children develop a cumulative understanding of our history within and across each Key Stage. Children in EYFS will be given the opportunity to comment on and compare the past and present, preparing them for the NC in Y1. A key part of our curriculum is children’s understanding of the chronology of history and the overarching concepts. Our diagonal and horizontal links to Geography, English and Science are key to embedding this understanding; making it stick. Children will regularly have the opportunity to order people and events from all the periods of time they have studied so far. Through historical enquiry the children will engage in an interesting Big Question through which the learning grows over a series of 6 lessons. They will develop their knowledge of one or more of the following: evidence; interpretations; cause; change; similarities and differences and significance at an age appropriate level through this question. Finally, at the end of the sequence children will communicate their findings and present it effectively.

 

History Implementation

 

At Chesham Bois CE School children are taught how to be good historians by using and applying disciplinary knowledge. They will think and behave like a historian through the use of rich narratives, handling original and/or reproduced artefacts, visits to local historical places and first and second- hand accounts. Children will build up and extend their substantive knowledge of historical events by making connections between historical concepts, other subjects and periods in history. They will retain this knowledge because of the focus on recurring concepts and vocabulary to help them make connections between past learning and help them make sense of future learning at CBS and beyond in KS3.

 

Target tracker is used to assess and analyse children’s progress. Children are expected to self-assess at the end of each lesson and regular high quality marking ensures next steps are highlighted and implemented. Book monitoring, lesson observations, children interviews and staff questionnaires help leaders ensure that standards remain high and that all children make good progress within our curriculum.

 

History Impact

 

The Impact and measure of this is to ensure that children are equipped with historical enquiry skills, knowledge and concepts, in addition to guiding their attitude to historical events which will enable them to be reflective learners ready for the curriculum at KS3. Outcomes in our topic and literacy books evidence a broad and balanced 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 their own target areas, with support from their teachers. Children are also asked what they have learned comparative to their starting points at the end of each topic; this is evidenced in their mini questions. 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 and are curious to know more about the past. Through this study, pupils learn to ask perspective questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular school trips provide further relevant and contextual learning. We want our children to have thoroughly enjoyed learning about history, highlighting the importance of studying events from the past and bringing them to our pupils present, will shape our pupils’ futures.

Policy and Curriculum Documents