It is our intent for our History curriculum to have a curriculum that encourages pupils to develop an appreciation and understanding of the past. At Bentley New Village we aim to inspire children to acquire skills and knowledge about their own heritage and the wider historical world and become critical thinkers with enquiring minds. Children will develop confidence to apply these skills and make connections across the curriculum making learning meaningful and motivating.
We want our pupils to develop a secure coherent knowledge that they can build on, our History curriculum is organised into a progression model that outlines the skills, knowledge and vocabulary to be taught in a sequentially organised way following the National Curriculum. Assessment can be developed through recapping tasks, discussions and quizzes which can enable teachers to pinpoint any specific areas that need to be re-addressed. This could be completed through short do now tasks or more in-depth teaching and reinforcement. Learning can be revisited and reinforced to sustain memory of concepts where children have opportunity to use long term memory bringing it into working memory. Children with specific learning barriers will be supported through additional adult support and the use of differentiated outcomes will also be used enabling all the children to meet the same objective but at their own level. Expectations for leaning will be high and as a school we feel it is important to engage children’s thinking into how actions of today can impact the future as today becomes the past.
At Bentley New Village, we implement a progressive history curriculum that builds on prior knowledge and skills week on week and year on year. Our history curriculum aims to be challenging, inspiring, creative and encourage active learning. However, there must be a high importance in giving the children the opportunity to situate their knowledge in relation to previous learning. Teaching will incorporate re-visiting and recapping to ensure children secure knowledge from long-term memory is easily switched to working memory making more effective learning.
Children will be immersed in rich, progressive subject specific vocabulary. Vocabulary will be displayed in the classroom and reference made as a non-negotiable part of the lesson.
The lessons will be carefully planned to ensure that all children are well supported in their learning and that opportunities for depth is planned for. Teachers will be supported through the use of Primary Knowledge Curriculum planning and resources. The lessons will outline specific learning intentions and have detailed rational for each unit. Children will explore significant people and events from the past and acquire knowledge through engaging lessons. kinaesthetic learning will engage children through a range of artefacts, school visits and/or historical expert visitors into school should the opportunities arise.
Children will become increasingly critical and analytical within their thinking while making informed and balanced judgements based on their knowledge of the past. Children will ask relevant questions and analyse findings in such things how artefacts and sources were used and from what period of history they come.
Children will become increasingly aware of how historical events have shaped the world that they currently live in both locally and globally. Teaching will consist of specific objectives. taken from a progressive set of plans involving a range of historical concepts and areas, where previous learning will be reviewed and recapped if needed. Teachers will have a deep understanding of children’s understanding through a range of questioning within discussions and retrieval tasks. Children are then able to move long term memory knowledge into working memory meaning learning is more sustained. Also teaching will become tailored to ensure all children have success.
Children gain a wider knowledge of vocabulary that can enhance speaking and listening skills within other areas of the curriculum.
Lessons will be taught with differentiation so all children can develop knowledge, language and skills for history. They will understand historical knowledge about their local area and the wider world and how it came to be. Through provision of a range of learning styles including where ever possible, encountering or participating in high-quality visits/visitors children will further appreciate the relevance and importance of History.