History
Intent
The
history curriculum at Salisbury Manor Primary provides children with
a coherent, chronological knowledge of the history of Britain and the
wider world, through the framework of three vertical concepts. These vertical
concepts provide both a concrete lens through which to study
and contextualise history, as well as use small steps to help pupils
to gain a deep understanding of complex, abstract ideas:
§ ‘Quest for knowledge’
How do
people understand the world around them? What is believed; what is known; and
what scientific and technological advances are made at the time? Why do people
seek to rationalise?
§ ‘Power, empire and democracy’
Who
holds power, and what does this mean for individuals at different levels of
society? How is this power legitimised? How are people’s rights different
in different political contexts?
§ ‘Community and family’
What
is life like for people in different societies? How are these
societies structured? How are family or community relationships different at
different times and in different places?
We
intend to embed core disciplinary knowledge, and the ability to approach
challenging, historically-valid enquiry questions
Our
curriculum is designed in way which creates excitement for history,
that inspires a curiosity to learn more about the past and
provides opportunities to see themselves reflected in the curriculum.
Implementation
Teachers
are provided with an additional three planning days per year in addition to
their PPA, to plan their curriculum. Teachers planning with the three
vertical concepts in mind and understanding the end point. As part of
this planning process, teachers plan the following:
§ A knowledge organiser which outlines knowledge (including
vocabulary) all children must master
§ A sequence of learning which follows the Rosenshine Principles
of Instruction
§ A cycle of lessons for each subject, which carefully plans for
progression and depth
§ Low stakes quizzes which are used regularly to support learners’ ability
to retrieve and recall knowledge and increase space in the working memory
§ Challenge questions for pupils to apply their learning in a
philosophical/open manner
§ Trips and visits from experts who will enhance the learning experience
Impact
Our
History Curriculum is high quality, well sequenced and planned to demonstrate
progression. We believe that if children are keeping up with the curriculum,
they are deemed to be making good or better progress. In addition, we measure
the impact of our curriculum through the following methods:
▪ A reflection on standards achieved against the planned
outcomes
▪ Low stakes quizzes
▪ Pupil’s books
▪ Pupil discussions about their learning
Our history
curriculum is also planned in a way which promotes the cultural capital of all
our children. We enhance our curriculum especially for the most disadvantaged
by organising guest speakers and visitors, organising History
days which focus on key historical events and promote careers
in history. We also provide additional opportunities such
as school trips to enrich pupil’s understanding and provide context
through first-hand experiences.