History at St. Peter's

St. Peter’s Mission Statement

One Family, Aiming High, Learning Together with God.

St. Peter’s History Vision

Inquisitive, Thoughtful, Questioning and Inspired Historians 

Aims

At St. Peter’s, historians apply their skills and knowledge to make connections across history and the continuum of time. We have identified, from the National Curriculum, areas that we believe we should teach to enrich our children with cultural capital. We have focused on events within Britain but also across the globe. We have focused on individuals that have changed society within Britain with a recurring BAME focus so that all are represented within our community. 

Teachers use their knowledge of the children to support their learning and development as appropriate for the children's needs and strengths. Teachers use a range of tools and resources to deepen knowledge and skills and to challenge children to reach their full potential. Teachers will deploy a range of pedological skills across the history curriculum to inspire inquisitive minds.  

Intent

At St. Peter's our aim is to encourage pupils to develop an appreciation and understanding of the past, through evaluating a range of primary and secondary sources. Our historians will be able to explain how these sources give us an insight into how people used to live and why interpretations of the past may differ. Pupils will be supported to make links between the different periods of history studied, with the aim of developing engaged, motivated and curious learners that can reflect on the past and make meaningful links to the present day. 

Our history curriculum has been designed to cover all the skills, knowledge and understanding as set out in the National Curriculum. This states that a high-quality history education 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. 

To ensure that pupils’ learning builds on secure prior knowledge and understanding our history curriculum is organised into units of study that outline skills, knowledge and vocabulary to be taught sequentially coherent way that meets the needs of the pupils. Our assessment model underpins progression in chronological understanding: historical enquiry: historical interpretation: knowledge of understanding of event, people and changes in the past; and communication and recording. 

When covering of each of these strands, content is carefully organised by each year group through a long-term plan. Content knowledge, vocabulary and skills are well planned for in a greater level of detail in medium term plans. History is delivered through subject specific teaching organised for in a greater level of detail in medium term plans. Cross curricular links are made to strengthen connections and understanding.

Implementation

Our pupils participate in a variety of vibrant experiences, both in and out of the classroom, to create memorable learning opportunities and to further support and develop their understanding. Teachers present history subject matter clearly, promoting discussion about the subject matter being taught and modelling the use of subject specific vocabulary. They check pupils’ understanding systematically, identify misconceptions accurately and provide clear feedback. At the end of learning units, pupils’ have the opportunity to share and celebrate their learning. Our historians are given the opportunity to explore artifacts to enrich their learning experiences and to secure their understanding of historical events.  

Knowledge organisers are used to support pupils to retain new facts and vocabulary. Knowledge organisers have been created from the National Curriculum and learning objectives have been identified to meet the intent behind our curriculum. Knowledge organisers are used for classroom work, to support home learning and to revisit learning. 

History assessment is ongoing throughout the teaching sequence and informs teachers planning to make reasonable adjustments to the work. Summative assessments are completed at the end of each learning unit. Analysis of outcomes is used to inform school leaders of school improvement or skills that need to be enhanced. 

We may also enrich the history curriculum by using History off the Page workshops, school trips and visitors to school. This is to support the cultural capital offer of school and bridge the gap for some of our children.  

Impact

• Pupil voice demonstrates that pupils enjoy history and can talk about their learning using subject specific vocabulary 

• Pupils retain knowledge and develop skills in their history learning through the key stages. They make links and build on their previous learning over time 

• Pupils achieve at least age-related expectations and have the opportunity to demonstrate working in depth, in line with history assessment and knowledge development models 

• Pupils are able to communicate historical information in a variety of ways, including writing at length 

• Pupils are well prepared for their next stage of education

Long Term Plan for History