History at Mount Pleasant CE VC Junior School
Intent:
At Mount Pleasant Junior School, we give each and every one of our children a high-quality History education, by equipping them with the essential, transferrable knowledge and skills and cultural capital, regardless of their range of starting points and any barriers to learning. Our aim is to inspire all our children with a curiosity and fascination about the past, which will remain with them for the rest of their lives.
We aim to inspire children to love History - all of the main events throughout the timeline of human history - as well as history - using a wide repertoire of subject specific vocabulary, sound understanding of historical concepts, the ability to ask challenging questions, use their higher-order thinking skills to think critically, analyse sources of evidence, develop their own perspectives, understand change, diversity and Historical challenges.
There is a need for our children to understand not only the history of their local area but the history of other parts of the world. Recognising the ever-diversifying demographic of our catchment area, we have a moral duty to ensure our children are aware of different aspects of world history, as their ability to venture there may be limited.
Implementation:
Our teachers plan History learning with the use of progression documents, based on the National Curriculum, which have been reviewed over time to ensure they are still applicable to the demographic of our school. Links to local History are woven into the long term planning, building upon the local history taught at previous schools. The long term plan dictates what is to be taught and using feedback from teachers, the units of history have been carefully places within the four year groups. Each of these units is then associated with an enquiry question, underpinning all of the learning that the children will partake in during that unit. The ancillary questions will then allow the children to sequence their learning, building it more and more until the children reach the end of the unit, resulting in a more confident position to answer the inquiry question posed at the very beginning.
Our History coordinator monitors and evaluates our History curriculum to make sure that it is the best it can be for our children. They are supported by our Curriculum Leader and our Governing Board who review our History curriculum to ensure standards are continually improving. Our History curriculum is enriched by a wide range of inspiring visits/visitors and interactive opportunities.Our History assessment is the same as other foundation subjects across where each child is presented with the enquiry questions and a number of vocabulary which have been identified by the history co-ordinator as being a key part of their learning. Children are asked to answer the enquiry question and write down that they think the definition of each key word is. Once the unit has concluded, the children visit the same assessment sheet and complete the same task (on a different part of the assessment sheet). This will give the teacher an overview of how the knowledge of the child has progressed over the course of the unit, allowing them to make a judgement of their ability and to plan accordingly as they move forward in their historical journey. To supplement their memory, children are provided with knowledge organisers which they populate at the end of each session with key terms, dates, names etc.
Intent:
Our children leave us with essential, transferrable knowledge and skills and cultural capital linked to History - they know more, remember more and can do more, as Historians. They start the next stage of their academic journey as curious, inspired and skilled Historians, with excellent subject specific vocabulary and strong understanding of key historical concepts. They leave us readily equipped with the knowledge and skills they need to flourish in their secondary school History learning.
Documentation:
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Geography & History Long Term Plan.docx | [pdf 470KB] |
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History Progression Document | [pdf 229KB] |
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Additional Resources:
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