History
Our vision: ‘Embracing diversity, building a brighter future together’.
‘Learning at Boothferry inspires us to discover, explore and use our knowledge, skills and understanding to develop ourselves as citizens of tomorrow’.
Curriculum Intent
IPC units of study offer a coherently planned sequence of lessons to help teachers ensure they have progressively covered the skills and concepts required in the National Curriculum. IPC units of work aim to develop historical skills, knowledge and understanding, which are transferable to whatever period of history is being studied and will equip children for future learning. The key historical skills, knowledge and understanding, which are revisited throughout different units, are: an awareness of chronology; knowledge and understanding of significant aspects of history; an understanding of historical concepts and to be able to organise, evaluate and communicate information.
The coverage of history in KS1 such as ‘The Magic Toymaker (Y2) and ‘’A Day in the Life’ (Y1), ‘From A to B (Y2) and ‘Buildings’ (Y2) enables children to acquire an understanding of time, events and people in their memory and their parents’ and grandparents’ memories as well as an opportunity to study historical events in their own locality. There are opportunities to study the lives of significant individuals in the past who have contributed to national and international achievements through the topic ‘Time travellers’ (Y2)
For KS2, we have a curriculum that allows a full opportunity for children to grasp the difficult concept of the passing of time (chronology). The intent in KS2 is that children can study British history in chronological order, from ancient history such as ‘changes in Britain from Stone Age to the Iron Age’ (Scavengers and Settlers, Y3) through to the Viking and Anglo-Saxon struggle for the Kingdom of England (The Great the Bold and the Brave, Y5 and The Story of English, Y6). They also have the opportunity to study more modern history such as the railways in the topic ‘All Aboard’ (Y4). Our curriculum also allows children to embed this sequence of chronology with a wider selection of ancient history such as the achievements of the earliest civilizations (‘Temples, Tomb and Treasures’, Y4 and ‘AD 900’, Y5). Throughout all of KS2 children start to understand how some historical events occurred concurrently in different locations, e.g. Ancient Egypt and the Stone Age.
Curriculum Implementation
In order for children to know more and remember more in each area of history studied, there is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision of facts and historical understanding are built into lessons. Revision should become part of good practice and ultimately help to build a depth to their historical understanding. Through revisiting and consolidating skills, our lessons and resources and display material help children build on prior knowledge alongside introducing new skills and challenge. The IPC have suggested a specific series of lessons for each unit, which will offer structure and narrative but are by no means to be used exclusively, rather to support planning and to ensure National Curriculum content coverage. The diagram below demonstrates our approach to teaching each unit: The revision and introduction of key vocabulary should also be built into each lesson. This vocabulary should then be included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise. Adult guides and accurate historical subject knowledge are provided within IPC units to allow the teacher and adults working in those lessons to feel confident and supported with the historical skills and knowledge that they are teaching. Through these lessons, we intend to inspire pupils and practitioners to develop a love of history, to see how it has shaped the world they live in and to develop a sense of chronology across time periods studied.
Curriculum Impact
The impact of using the full range of resources, including display materials and timelines, will be seen across the school with an increase in the profile of history. The learning environment across the school will be more consistent with historical technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of history-specific home learning tasks and opportunities suggested in lessons and topic overviews for wider learning. We want to ensure that history is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons, formative assessment rubrics (aimed at targeting next steps in learning) which will lead to end of year summative assessments and end of year subject reviews that will inform the following year’s action plan.
Progression of Skills
If you would like to read the Progression of Skills document, please click below.
Progression of Vocabulary
If you would like to read the Progression of Vocabulary document, please click below.
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History day was amazing. Brilliant idea.
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“the amount of effort put in by the teachers to make topics interesting is brilliant.“
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