History
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History

In Key Stage 1 and 2 children will be provided with ‘Knowledge Mats’ when they begin a new unit in History, Geography and Science. This is a document which identifies what the learning will be that half term and gives children a chance to do some further research and reading at home. Throughout their topic, children will build up a core bank of facts and vocabulary that will help them know more and remember more about the world around them. The skills and knowledge children gain, will then be built upon throughout their time spent at Bader.

Intent 

At Bader Primary School, we are passionate that all children have a good understanding of national, international and local history. Through the teaching of History, our aim is to raise our children to develop chronological understanding, gain a range and depth of historical knowledge, interpret historical events and evolve their skills in historical enquiry. We aspire for our children to be aware of and appreciate their local heritage and demonstrate compassion and respect regarding past events . Carefully chosen historical topics educate our children to be proud of where they live but then further develop their knowledge about the history of the world around them. Our Bader History curriculum ensures that lessons provide awe and wonder, which allow children to explore and discover the world that is around them, both in the past, present and future. 

Implement


History Impact Statement

The History curriculum has undergone several changes and these will be implemented across school in September 2020. Our History curriculum is planned to demonstrate progression of knowledge and skills across all the year groups. We measure the impact of our History curriculum using the following methods:

  • 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. 
  • A skills and rationale document has been provided for teachers to ensure that the skills taught are progressive and are highlighted on planning documents. 
    Each teacher has the knowledge expectations for the topic(s) they teach and use this to inform planning. 
  • The use of knowledge mats that are knowledge specific to help children assess their own learning and be aware of the expectations. Teachers also use these as coverage checkers and aids for planning. 
  • Assess if children have met or not met the expected knowledge requirements for the topic that is taught. This assessment is passed onto the next year group teacher to inform them of children’s historical understanding and to plan and differentiate accordingly. 
  • Interviewing staff and children to gain their views on the teaching and learning of History and make appropriate adaptations/changes. Moderations of books are carried out to ensure that the work and marking is to a high standard. 
  • Stimulating environments that celebrate the knowledge and skills the children have demonstrated throughout the topic they have been studying. 
  • Interesting and exciting trips, or visitors, related to the current topic to allow children to use and build on the knowledge and skills they have gained and have a ‘hands on’ experience in a different setting or using a range of different resources.