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History

History Whole School Overview & Key Documents

Below is our whole school History overview for this academic year. For more detailed information about History please view the termly overviews within each of the year group class pages.

Intent - What do we want children to learn?

At Carlton Colville, we believe that History should inspire children’s curiosity to know more about the past. By asking questions, thinking critically, weighing evidence and sifting arguments they can build an understanding of Britain’s past and that of the wider world. History should also help children to 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.

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.

To be a historian at Carlton Colville we focus on the following history learning intentions:

  • To provide children with memorable learning experiences that engage and inspire them to investigate and interpret the past.
  • To enable children to make personal connections between their own lives and past human experience.
  • To develop a secure understanding of chronology so that they have an internalised timeline or framework that they can use to place new information correctly.
  • To enable children to gain an understanding of their place in the world and an overview of world history.
  • To develop an understanding of cause and consequence.
  • To broaden basic skills, such as enquiry, curiosity, investigation, analysis, evaluation and presentation.
  • To inspire curiosity through asking and answering historical questions.
     

Implementation - How are we going to achieve our intent?

The History curriculum is led and overseen by our Humanities Team. A regular programme of monitoring, evaluation and staff support takes place along with the celebration and sharing of good practice. There is an ongoing commitment to evolve and improve the quality and impact of History on offer to all the children. 

We know that children learn best when the curriculum is well sequenced. Children are taught new, and build upon prior, core knowledge, skills, understanding and vocabulary to deepen their conceptual awareness. Children of all abilities develop their skills, knowledge and understanding within each History unit.

History teaching focuses on enabling children to think as historians. We place an emphasis on examining historical artefacts and primary sources. In each key stage we give children the opportunity to visit sites of historical significance. We also recognise that it is crucial for our children to engage in history at a personal level. Therefore, we teach history through sensory experiences such as re-enactments, drama and role play, the use of our museum and visitors.

We recognise the value of personal stories in history teaching and we regard this as an important way of stimulating interest in the past. We wish to put the “story” back into history. Children are continually assessed focusing on their breadth and  depth of their learning. Teachers will continually assess the acquisition of skills and knowledge throughout each session and will reinforce, support or challenge pupils accordingly to deepen their understanding and master techniques.

There are sufficient resources for all history teaching in the school. We keep these resources in a central store, or within year group areas. The School Museum is accessible to all children during lunchtimes and, when applicable, during lessons. The library contains a good supply of history books and software to support children’s individual research. All children have access to computers, laptops and chromebooks to support the teaching and learning of history. We also liaises with the Lowestoft Museum, as an additional source of resources.

All staff can continually liaise with the Humanities Team and improve their knowledge as well as well as being signposted to relevant training courses. There is a wealth of teacher support and information available to access about every aspect of history online. The Humanities Team will keep up to date and attend training as/when needed. Whole staff CPD sessions are implemented every year. Further staff CPD is given on a needs basis e.g. for an ECT teacher or for a new specific area of history learning.
 

Impact - What will it look like when we have achieved our intent?

  • Children engage in a range of activities to support the teaching of history, including the use of visual resources, hand-on artefacts, written materials and the use of ICT.
  • Children are given the opportunity to take part in role-play and enactment days.
  • Children are given opportunities to visit historical locations and museums to support their learning of history.
  • Children learn from experts in the field, whether they are a visitor to the school or a member of staff at a museum or place of learning.
  • Children are able to talk about their learning of history and be able to use specific vocabulary as outlined in the progression document.
  • Work is of good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence.

Assessment

Through the explicit teaching of the History knowledge and skills both the teachers and the pupils assess their learning continuously throughout the lesson. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.  

Pupil Voice

Jayden - " I liked learning about the Celts and Romans when I was in Year 3. It was great to hear how they lost even though they outnumbered them".

Luna - "I really enjoyed learning about the Celts and Boudicca. I also enjoyed learning about the Roman numerals.

Jenson - "Learning about the Stone Age was very interesting. Particularly how they survived without technology".

Arthur - "During our Stone Age trip, we practised throwing speers at a pretend deer. They had to be really quiet so the deer didn't run off".

History in Action

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