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Values

Our Value for this Half-Term is INDEPENDENCE

Read more about our
Values Programme

Chantry Primary Academy

Chantry
Primary Academy

Learning values for life

History

Subject on a Page - History

History Progression

Progression in History Vocabulary

We are not makers of history. We are made by history.
Martin Luther King Jr

Chantry Primary Academy values a rich and imaginative humanities curriculum. We explore the world and the cultures around us through our book based curriculum. Our curriculum enables us to teach the core skills and the knowledge and understanding within History through both focused and cross curricular activities involving play, investigations and child led questioning.

Intent - what do we teach?

The aim of history at Chantry Primary Academy is to ensure that children leave school with a love of history and a secure understanding of the chronology of both British history and that of the wider world. Through our History curriculum, we aim to develop an appreciation and understanding of the past. This will inspire the pupils’ curiosity to discover more about the past and how the events of the past have impacted the world they live in now. The interesting and exciting historical experiences provided will promote historical thinking ensuring that the pupils become analytical thinkers. We aim to encourage an analysis of sources, primary and secondary, questioning them, weighing the importance and creating their own judgements of historical periods based on their findings. The curriculum has been carefully planned so there is a clear progression of skills and knowledge through all years.

Implementation - how do we teach it?

At Chantry we have a book-based curriculum in which history is taught within at least termly. Carefully planned topics develop a progression of skills within each year group, which enables pupils to build on and develop from the previous year. In Key Stage One, History focuses on the pupil’s own history and introduces them to chronology and timeline using both British and local history. In Key Stage Two, History focuses on a broader range of eras to include ancient history alongside local and British history. We use questioning to allow children to weigh evidence, scrutinise the evidence and make their own judgements about an era. This is done alongside the studying of artefacts, where possible, leading to enquiry, investigations and evaluations. We engage and encourage pupil’s love of learning about history through educational visits and visitors as the enable children to be engrossed in the era and develop an understanding of history in the context of real life. Cross-curricular links and planned for in history and often linked with the Talk for Writing texts within English lessons. Within each area of history taught, vocabulary is pre-taught to allow the children to develop and expand their language. It is pre-taught so children can build their knowledge about the learning and develop their historical enquiry skills.

Assessment for history is conducted regularly throughout the learning through summative assessment of the learning and tasks, book looks and the marking of the books in which the skills and understanding is assessed. Through this, upcoming lessons are adapted for misconceptions to be addressed to give the children every opportunity to become inquisitive historians.

Impact - what impact is our teaching having?

By the end of their primary education, our children are able to articulate and demonstrate their love of history having developed their historical knowledge, language and skills to help them understand the history of Britain and the wider world. Children will have developed the skills progressively throughout each year to become confident historians who will talk passionately about history having been given learning that is at an appropriate standard for their age. They will be expected to leave school having at least met the age related expectations for history alongside a passion for enquiry and questioning.  

History

 

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