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.
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.“
“My children are thriving as the school is committed to learning and progression.“
“Children get off to a strong start in early years. This is due to effective leadership and skilful teaching. The proportion of children reaching a good level of development is improving yearon-year.”
“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
“Thank you for treating my child like your own.“
“This school meets our expectations in every way.“
“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
confident individuals who are well prepared for the next stage of their education.”
“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
wellbeing and how to keep safe. The school is an inclusive and happy place.”
“The Head teacher and deputy are fab, they join in everything.”
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
“The choice to do a traditional nativity was great !.“
“My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .“
“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”
“The stimulating learning environment. “
“The after school activities, film nights and discos.“
“You can approach any member of staff and they help you.“
“School leaders are ambitious and highly knowledgeable about teaching and learning.”
“Being part of their learning – it doesn’t just stay in the classroom.”
“..closeness between all age groups and years.“
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“My children are developing very well in school.“
“Opening the school doors at 8.40am has made it much easier as it is less crowded.“
“My kids love the fruit on the snack table.“
“the school gives me advice as a parent so I can help my daughter.“
“I love seeing school events on Twitter.“
“The bike loan scheme.My family also like the school bank.“
“Leaders use funding well to ensure that pupils with special educational needs and/or disabilities (SEND) make strong progress from their different starting points.”
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.“
“The joy of the teachers who greet the children and parents daily.“
“Teachers, including those who are new to teaching, have high expectations, and they plan creative lessons that spark pupils’ interest and inspire them to do well.”
“The headteacher, deputy headteacher and the assistant headteacher make an effective team. They sustain a culture of continuous i improvement through the school’s vision and specific learning goals, which include resilience, morality and adaptability.”
“Pupils who speak English as an additional language make rapid progress. Disadvantaged pupils are also supported well to make good,
and sometimes better, progress in reading, writing and mathematics.”
“I love the fact that senior members of staff know the names of the children.“
History day was amazing. Brilliant idea.
“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. “
“Open weeks in Foundation allows parents to enjoy school as much as our children.“
“The photography club is brilliant, I think introducing things like this is brilliant for the children.“
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
“My children have come on and made progress socially and academically since joining.“
Boothferry at Young Voices…..Just WOW! What an experience.”
“Miss Pulleyn is fantastic“
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“School leaders have taken effective action to ensure that pupils make at least good progress from their low starting points in reading,
writing and mathematics in all year groups.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
