History

History Intent

“The more you know about the past, the better prepared you are for the future”

Theodore Roosevelt

At Garfield we aim to offer a high-quality history education that will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. As a school we pride ourselves on our teaching of History as we support and build pupils' understanding of their own personal histories and the history of the wider world.

History Implementation

History at Garfield is supported by Kapow History plans, ensuring a well-structured approach and a systematic progression of skills.

History, like Geography, is sometimes used as a topic focus for the term, but we also aim to ensure it is integrated into other areas of the curriculum and that historical skills are taught throughout the year through cross curricular work where appropriate.

History Vital Vocab and Knowledge Organisers

At Garfield Primary, History is taught with the help of Vital Vocab and Knowledge Organisers (KOs) that outline the essential vocabulary and knowledge covered in half-termly topics. These are shared in Google Classrooms before topics are taught, with the aim that everyone knows ahead of time what will be taught and what children need to learn. Vital Vocab and KOs are designed to be used at school and at home, parents can help children learn the information within them. Lessons expand on the powerful knowledge in Organisers, enabling children to thoroughly understand concepts and to apply that knowledge, offer informed explanations, make links and spot patterns.

EYFS

Children in the EYFS are assessed within Understanding The World and children think about past and present. Progress is tracked termly. Age related expectations are reported at the end of Reception.

Three and Four Year olds

Begin to make sense of their own lifestyle and their families history.

Reception/ELG

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.
Understand the past through settings, characters and events encountered in books read in class and storytelling.

Key stage 1

Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They know 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 use a wide vocabulary of everyday historical terms. They ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Pupils are taught about:

changes within living memory.
events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
the lives of significant individuals in the past who have contributed to national and international achievements [for example, Neil Armstrong, LS Lowry, Mary Seacole]
significant historical events, people and places in their own locality.

Key stage 2

Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

Pupils are taught about:

changes in Britain from the Stone Age to the Iron Age
the Roman Empire and its impact on Britain
Britain’s settlement by Anglo-Saxons and Scots
the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
a local history study
a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
Ancient Greece – a study of Greek life and achievements and their influence on the western world
a non-European society that provides contrast with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

History Impact

We want children to become confident and successful Historians, with understanding of what the subject will bring to their lives and the links within their local and wider community. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes in their programme of study. Age related expectations are reported to parents at the end of Reception. In KS1 and KS2, assessment takes place throughout the year and at the ends of topics. Teachers record progress in History against National Curriculum expectations for each year group. Teachers use this information to inform future lessons, ensuring children are supported and challenged appropriately. Assessment data is analysed to inform and address any trends or gaps in attainment. Further information is gathered through pupil voice activities, highlighting strengths, achievements and any recommendations for improvements, knowledge and skills that need to be embedded. Each part of the History curriculum is reviewed termly by the subject leader.

Equality, Diversity and Inclusion

To improve the diversity, equality and therefore quality of our History curriculum, we consulted with The Black Curriculum, who commended our inclusivity and further supported us in ensuring our curriculum is representative of our community.