At Shakespeare, we aim for a high-quality history curriculum which should inspire in pupils a curiosity and fascination about the Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits and visitors.
In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History is taught as part of termly topics, focusing on knowledge and skills stated in the National Curriculum (see long-term planner). At Shakespeare, we ensure that history has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to look at how buildings have changed in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to looking at an in-depth study of the locality in Upper Key Stage 2.
History at Shakespeare Primary School is an academic subject rich in powerful knowledge of global, national and local events which have shaped the social and cultural world around us. Powerful knowledge of History ensures students are given the opportunity to become more confident, creative, resilient and critical thinkers. Through the critical evaluation of contemporary sources and historian’s interpretations, students are given power over their knowledge. Students will have the confidence to undertake self-directed learning and pose their own questions, and to formulate their own opinions.
At Shakespeare we shape our history curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balance curriculum that encompasses the British Values throughout; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to study life in the past.
Teachers draw on the intelligence gained from formative assessment of pupils to make a summative judgement as to whether the pupil has achieved the expected level of attainment detailed in the performance descriptor, exceeded the expectations or has yet to reach the anticipated level. Evidence is drawn from a wide range of sources to inform this process including, interaction with pupils during discussions and related questioning, day to day observations, practical activities and role-play and writing.
The impact and measure of this is to ensure that children at Shakespeare are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world. Engaging children with compelling and challenging enquires will enable them to build chronologically secure knowledge and understanding across different time periods. Children can ‘think chronologically’ and identify similarities and differences between ways of life in different historical periods.
We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.