History

History at Linthwaite Clough involves engaging children in an enquiry based approach about people and events that shaped periods of history and legacies that can still be seen today. Our history curriculum has been designed to not only inspire pupils, but enable them to ask perceptive questions, think critically, debate, weigh up evidence in a historical context and develop perspective and judgement.

Our enquiry approach and high expectations develop their knowledge and understanding of key vocabulary which is revisited and then built on from EYFS to Year 6. Children are taught to understand how the past influences the present, whilst developing a wide range of critical thinking skills, which enable them to understand the contested nature of knowledge and to distinguish between ‘fact’ and subjectivity when it comes to reaching conclusions and making judgements about the past. Our History curriculum instils our pupils a desire to achieve the highest levels of success through providing them with the opportunities to excel in terms of their acquisition of long lasting knowledge and understanding and mastery of core historical skills.

Whilst developing a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. We aim to give our children a passionate and aspirational future where they can see a place for talent, skill and endeavour within their home town, Britain and the wider world and make links between achievements in the past and opportunities for their futures.

In History, our curriculum is shaped by our school vision which encourages children to be bold, brave and brilliant, regardless of background, ability or additional needs and to flourish with high aspirations. 

We implement an ambitious History curriculum that meets the statutory requirements of the National Curriculum and the Early Years Framework, incorporating 4 main areas of learning at each key stage:

Key historical knowledge, chronology and understanding, analysing the Past, enquiry and evidence

Using the Collins Connected Scheme, we structure learning in History through question-led enquiries about relevant historical periods, significant people and events. Our curriculum is therefore ‘knowledge rich’ rather than content heavy. Ancillary questions are used to direct learning through each enquiry, creating small steps that help the children develop a deeper understanding of the subject.

Our History curriculum has been adapted to meet the needs of our mixed aged classes and runs on a two-year cycle. Thus, historical skills, concepts, and vocabulary become progressively more challenging between phases, as opposed to between individual year groups. Children in the year 2/3 class, are taught alongside their own year group, rather than a mixed one and follow their respective enquiries. Subject knowledge is taught as part of each enquiry and this is balanced with opportunities for pupils to gain a deeper understanding of historical concepts, enabling children to come to their own conclusions and make judgements in answer to each enquiry question. History is taught in alternate half terms when it is taught weekly.

History lessons are designed to be interactive, accessible and stimulating and to provide appropriate challenge and support to all learners. We provide our pupils with contemporaneous historical evidence including narratives, paintings, photographs, artefacts, and data in the form of censuses and video clips to analyse and from which to deepen understanding, develop historical skills, reach conclusions and make judgements.

During each enquiry, a working wall is created which displays the enquiry and ancillary questions, key vocabulary as well as examples of work from each lesson. The working wall is used during lessons as a memory aid to remind children of prior learning and to develop their understanding of key concepts. Across school, lessons follow a similar structure and begin by revisiting prior learning and vocabulary and prior learning using a ‘Flash back 4’ slide to recap a concept or skill from the previous week, last term and last year’. Within the EYFS an awareness of the concepts, vocabulary and key terms of History is encouraged through planned purposeful play and through a mix of adult led and child initiated activity.

We want children to be curious, to know more about the past and to have the skills required to explore their own interests. History lessons focus on working as historians and developing historical skills and there are many opportunities for the curriculum to be enriched through historical visits, visitors and events held in school. Our learning and teaching in history also recognises the importance of the local area with a number of our investigations involving observation, recording, presentation, interpretation and the evaluation of historical information outside of the classroom e.g. significant people, places and events locally.  

At Linthwaite Clough, we make use of live assessment during History lessons to help children make progress in each lesson. We firmly believe in helping children to develop their knowledge, understanding and skills so therefore when misconceptions arrive, they are addressed immediately so progress is made to the next step. Teachers implement bespoke adaptations and intervention based on the needs of the children in their class. We also make use of adaptations to ensure that children are accessing the learning in each lesson, including use of the working wall, pictorial aids, technology to help children overcome barriers. Teachers assess learning in history against key learning objectives and assessment for learning is used frequently in lessons through the use of whiteboard work and live marking. This allows teachers to have a deep understanding of where the children in the class are in their learning, what additional adaptations they may need during lessons and whether they require further intervention.

The outcomes of each enquiry serve to inform the teacher’s developing picture of the knowledge and understanding of each pupil and to plan future learning accordingly. Rather than summative judgements about individual pieces of pupil work we use these outcomes to build an emerging picture of what the pupil knows, understands and can do.

The impact and measure of our History curriculum is to ensure that pupils at Linthwaite clough are equipped with historical knowledge and skills that will enable them to be ready for the curriculum at Key Stage 3 and for life as an individual in the wider world. We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.

Our pupils demonstrate a deepening understanding of historical concepts and themes as they progress through the school, with their attainment in history being consistently high. Pupil progress is tracked carefully, and support provided where necessary to ensure all pupils reach their full potential. Our pupils develop a respect for diversity, appreciating the experiences and cultures of others. They demonstrate an understanding of how historical events have shaped society, leading to a more open-minded and tolerant approach to different viewpoints and backgrounds. We nurture our pupils' ability to think critically and independently, encouraging them to question, infer, and evaluate historical evidence. They develop strong research skills and are able to draw connections between the past and present, enabling them to make informed judgments and interpretations.

Through our intent, implementation, and impact, our History curriculum at Linthwaite Clough provides pupils with the necessary knowledge, skills, and passion to become lifelong learners and active participants in society. By offering a balanced, inclusive, and connected curriculum, we ensure that our pupils are equipped to understand and appreciate the diverse world in which they live and contribute to history!