Intent – History at Parkfield

Julius Caesar once stated, ‘I came, I saw, I conquered’ and Martin Luther King Jnr commented, ‘We are not makers of history, we are made by history.

Recent research used to inform practice: The study of history can bring pupils into a rich dialogue with the past and with the traditions of historical enquiry. The past and changing accounts of the past have shaped the identities of diverse people, groups and nations. Through history, pupils come to understand their place in the world, and in the long story of human development. The study of history challenges pupils to make sense of the striking similarities and vast differences in human experiences across time and place. (Ofsted History Research Review, July 2021) The study of history builds children's understanding of society. (Teaching History in Primary Schools – Pat Hoodless)

Our History Curriculum is built on substantive knowledge, disciplinary knowledge and conceptual knowledge.

• Substantive knowledge is core facts written as propositions.

• Disciplinary knowledge is how to ‘think like a historian’

• Conceptual knowledge is about the ‘big ideas’ that children can understand in multiple different contexts.

We aim for children to learn key facts from the periods studied, and link these facts and knowledge to a 'big idea' that runs through the curriculum, whilst starting to understand what it is to 'think like a Historian’. Essentially, they will be able to know more, and do more within the scope of History. As a school we have decided on four key concepts or ‘big ideas’, these are: Society and Community, Exploration and Invasion, Power and Conflict and Disaster. Each historical theme will fall under one or some of these ‘big ideas’.  As we live in an area of such rich historical significance, in KS2 they will also learn about the Avalon Marshes. These concepts are taught explicitly within the context of the History unit they are studying. We have shared definitions of these concepts which are displayed in every classroom. The substantive knowledge for each unit has been planned and the secondary concepts of trade, migration, empire, settlement, civilization, industry and monarchy are revisited in each unit of study.

Our history curriculum offers a coherently planned sequence of lessons to help teachers ensure they have progressively covered the skills and concepts required in the National Curriculum. We aim to develop historical skills which are transferable to whatever period of history is being studied and will prepare children for future learning. These key historical skills, which are revisited throughout different units, are: Chronological understanding, continuity and change, cause and consequence, similarity and difference, significance and interpreting evidence. In every unit, we are encouraging children to ' think like a Historian' and give them the skills and knowledge they need to answer an enquiry-based question. The main threads are to develop a sense of chronology, to interpret evidence and question it and learn about historical significance, by asking the following questions: What is it? Who made it? When was it made? Where was it made? What can it tell us? Why did they make it? What can't it tell us? Can we trust it? 

Implementation

All lessons introduce the learning question, the key concept or ‘big idea’ and any secondary concepts which are relevant. Each lesson is an opportunity to develop a historical skill- which is outlined and addresses the key vocabulary which the children will be exposed to. Opportunities for revision of facts and historical understanding are built into lessons to keep knowledge ‘ticking over’. We aim to create a curiosity for learning, encourage questioning and thinking like a historian through historical enquiry. Teaching and learning is an opportunity for dialogue, questioning, discussion and collaboration, with oracy sentence stems embedded to encourage high quality dialogue. We conclude with a ‘bringing the learning together’ and a chance to reason in a variety of different contexts. We then recap the key substantive knowledge we wish the children to know and remember. This informs the quiz for the next lesson.

EYFS 

Our history programme of study begins in EYFS. The EYFS framework is structured very differently to the National Curriculum as it is organised across seven areas of learning rather than subject areas.  The most relevant Early Years outcomes for history are taken from Understanding the World: Past and Present, where children work towards their Early Learning Goal, which is the prerequisite skills for history within the National Curriculum. 

There is a strong focus on the characteristics of effective learning which includes Playing and Exploring, Active Learning and Creating and Thinking Critically. Children are encouraged to talk about the lives of the people around them and their roles in society. Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class and understand the past through settings, characters and events encountered in books read in class and storytelling.

The children explore the following themes looking at ‘past and present’: Toys, Transport & The Seaside.

Key Stage 1 and 2 

Our history curriculum in Key Stage 1 and 2 fundamentally covers the statutory learning objectives outlined in the Primary National Curriculum. We recognise that knowledge and skills are linked, where each year group’s learning objectives and vocabulary build upon the previous year group’s coverage; our main aim being to ensure the building blocks of knowledge and skills are in place to underpin further learning.

In Key Stage 1, pupils develop an awareness of the past, using common words and phrases relating to the passing of time, where they are introduced to a wide vocabulary of everyday historical terms. We initially ‘zoom in’ and cover history within living memory, where Year 1 focus on ‘How has Parkfield Primary School changed overtime’ and Year 2 explore, ‘How has Vivary Park changed overtime’. We then ‘zoom out’ and look at events beyond living memory and significant individuals/events. They begin to have chronological awareness, where they are taught where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They become familiar with stories and other sources to show that they know and understand key features and events. They begin to understand some of the ways in which we find out about the past and identify different ways in which it is represented and are encouraged to ask and answer questions. 

Year 1: The Great Fire of London (events beyond living memory that are significant nationally) and Grace Darling (the lives of significant individuals in the past who have contributed to nationally) and Taunton Castle (significant historic events and places in our locality) within their Kings, Queens and Castles unit.

Year 2:  Florence Nightingale and Mary Seacole (the lives of significant individuals in the past who have contributed to national and international achievements) and Isambard Kingdom Brunel (changes within living memory, revealing aspects of change in national life).

Our Key Stage 2 curriculum, combines overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the National Curriculum content. Our history topics are in a chronological order resulting in the children having a secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

Year 3: Changes in Britain from the Stone Age to the Iron Age & Ancient Egypt (the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study) 

Year 4: The Roman Empire and its impact on Britain and Ancient Greece – a study of Greek life and achievements and their influence on the western world.

Year 5: Britain’s settlement by Anglo-Saxons and Scots and the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor and Early Mayan Civilization (a non-European society that provides contrasts with British history).

Year 6: Depth study based on Children in War- a local history study and long arc- Crime and Punishment.

There is an expectation that children construct informed responses that involve thoughtful selection and organisation of relevant historical information by extended writing opportunities informed by previous learning, enrichment and reading opportunities. 

How do we assess: 

Assessment takes many forms, which includes both formative and summative assessments. Teachers begin each lesson with cumulative quiz– which is based on the substantive knowledge outlined from the previous lesson. Throughout lessons, there are opportunities to recap learning. Children’s extended writing opportunities also provide a form of summative assessment of knowledge and understanding of a specific element of the unit they’re learning. In addition to an end of unit knowledge check.

Cultural Capital

We are extremely lucky to be in an area where history is on our ‘doorstep’ where Somerset holds a wealth of historical significance. We relish the chance to provide enrichment opportunities and use the community.  As a school we have links with The Somerset Museum and Somerset Heritage, where they provide workshops in school and at the Museum. More recently, we have worked closely with our Friends of Parkfield to create history book sets to enrich our history curriculum and inspire and foster a love of reading.

Impact 

By the end of their time at Parkfield, as historians, the children will be: 

• Successful learners who gain a coherent knowledge and understanding of Britain’s past and that of the wider world.  
• Confident individuals who understand how our knowledge of the past is constructed from a range of sources and who can devise historically valid questions about change, cause, similarity and difference and significance.  
• Responsible citizens who understand the importance of historical sources as information from the past and the moral implications that arise from this. As well as, the subjective nature of many sources, where they understand fact from opinion.