Yohden Primary School

Yohden Primary School
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History at Yohden Primary School

Intent 

At Yohden Primary School, we aim to deliver history lessons that inspire pupils to want to know more about the past and to think and act as historians. We aim for our pupils to enjoy and love history by gaining knowledge from different time periods and eras, to use historical skills and to apply these to the knowledge they have already gained to make their own historical interpretations.

Our approach to history ensures that historical skills are the key focus of the pupil’s learning whilst ensuring each topic is tailored around the pupil and what is significant to them. We aim to begin history teaching centred around the child and their experiences to history within living memory, to the ancient civilisations and finally to history post 1066.  Our topics are designed in such a way that allows our pupils to relate back to prior learning and to link what they have previously learned to their current topic. We want our pupils to find similarities and differences, to understand continuity and change, cause and effect and to be able to use these skills within the chronology of our curriculum.

 

Implementation

Planning and Assessment

  • History units are planned and taught using Yohden’s Long-Term and Medium-Term planning documents for history.
  • Medium term planning documents are used by teachers to plan lessons, adding additional provision to support learning e.g., SEND/GD learners.
  • Teachers use the history progression document to support their planning and teaching of skills, knowledge and understanding.
  • Assessments are made using the MTP assessment of skills and knowledge statements and after the unit of learning has been taught assessments are made.

Teaching and Learning

  • Children complete their learning in a discrete history book which will be continued to be worked in throughout their key stage to support chronology/learning in history.
  • Start of each History book in Key stage 2.
  • At the start of every unit, there will be a unit starter with knowledge, questions, vocabulary and answers. This will be added throughout the learning of the unit in purple pen.
  • At the end of a lesson, children add their new learning onto the unit starter.
  • History unit title is displayed in the classroom with key information e.g. vocabulary displayed.
  • Historical and topic vocabulary is displayed to support children and word mats for SEND.
  • Timelines displayed in class to support chronology.
  • Start of lessons are to have 5-minute retrieval from previous lessons to support history knowledge.
  • Focus on enquiry in lessons asking questions and answering them through research, historical sources and a range of learning activities.
  • Activities in lessons are to focus on historical skills and concepts:

Skills - Historical Interpretations; Historical Investigations; Chronological Understanding; Knowledge and Understanding of Events; People and Changes in the Past and Presenting; Organising and Communicating including Historical Questioning).

Concepts – chronology; similarities and differences; cause and effect; continuity and change; significance.

  • Resources to support: maps, paintings, sculptures, photographs, diaries, census data, museums, newspapers, historical texts, encyclopaedias.
  • Range of activities for learners e.g. debates, re-enactments, hot-seating, written accounts, venn diagrams to find similarities and differences.
  • Marking: learning objective highlighted green if successful. Children to be given challenges using a triangle when applicable, at least once per unit.
  • Lesson structure: 5-minute retrieval, teaching or learning activity based on lessons type, teaching/learning activity, plenary.

 

Long Term Plan