“Those who cannot remember the past are condemned to repeat it,"

- George Santayana (1905).
 

St Ignatius Children’s Learning End Goals

• I am aware of local history, national history and history of the wider world and understand the chronology of these events

• I am confident to ask questions and think critically about historical evidence

• I am curious about why people may have behaved the way they did and use these opportunities to learn from mankind’s mistakes

Intent - What are we trying to achieve?
Our History scheme of work aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence. 

Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time.

Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Our Primary History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History.

Implementation - How is the curriculum being delivered?
Rooted in the National Curriculum, we use the Kapow History scheme to support the teaching of our curriculum. This emphasises the importance of historical knowledge being shaped by disciplinary approaches. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do. Each six-lesson unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world.

In EYFS, opportunities are planned for asking questions and investigating the past & present and significant people & events. For EYFS, the activities allow pupils to work towards the “Understanding the World” Development Matters statements and Early Learning goals, while also covering foundational knowledge that will support them in their further history learning in Key Stage 1. Coverage of History related topics can be found in the St Ignatius EYFS Understanding of the World Medium Term Plan. This is a working document so may alter to allow teachers to tailor the learning to their individual cohorts.

Children will further develop their awareness of the past in Key Stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. The Kapow Primary timeline supports children in developing this chronological awareness. In Key stage 1 and 2, units are organised around an enquiry-based question.

Over the course of our curriculum, children develop their understanding of the following key disciplinary concepts:

• Change and continuity           
• Cause and consequence       
• Similarities and differences
• Historical significance           
• Historical interpretations       
• Sources of evidence

These concepts will be encountered in different contexts during the study of local, British and world history. Accordingly, children will have varied opportunities to learn how historians use these skills to analyse the past and make judgements. 

Substantive concepts such as power, trade, invasion and settlement, are introduced in Key stage 1, clearly identified in Lower key stage 2 and revisited in Upper key stage 2 allowing knowledge of these key concepts to grow. These concepts are returned to in different contexts, meaning that pupils begin to develop an understanding of these abstract themes which are crucial to their future learning in History.

Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied.

Impact - What difference is the curriculum making?
The impact of our curriculum is monitored through both formative and summative assessment opportunities. Each lesson teachers assess pupils against the learning objectives. Furthermore, each unit has a knowledge assessment quiz which is used at the end of the unit to provide a summative assessment.

After the implementation of our History curriculum, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will be critical and analytical thinkers who are able to make informed and balanced judgements based on their knowledge of the past.

The expected impact is that children will:

• Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind
• Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society
• Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences
• Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day
• Understand how historians learn about the past and construct accounts
• Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts
• Explain how and why interpretations of the past have been constructed using evidence
• Make connections between historical concepts and timescales
• Meet the relevant Early Learning Goals at the end of EYFS (Reception) and the end of key stage expectations outlined in the National curriculum for History at the end of Key stage 1 and 2
   

If you visited a Key Stage 1 or 2 History lesson at St. Ignatius, you would see:

• Retrieval Practice to support children with their retention of substantive knowledge for their current topic
• Discussion and explanation of Key Vocabulary for the lesson to support children with the understanding of the lesson
• Attention Grabber – an introductory activity allows children to collaborate and share ideas and thoughts which draws their attention to key information
• Main Event – Direct input from the teacher to introduce new knowledge, demonstrate skills and engage the children in new learning. Children will have an opportunity to put his into practice
• Wrapping up - children link together their learning by discussing/drawing on the taught knowledge and concepts. This is also an opportunity for children to link their learning to previously taught knowledge or cross curricular learning
• Use of a range of historical sources from real artefacts, photographs, drawings, written extracts, videos and audio clips to inspire wonder in the past
• #Hashtag Challenges - a range of challenges children can independently and with the support of an adult use to further their understanding in each lesson. Each challenge is based upon one of the key historical skills or concepts children learn
   

What History looks like in EYFS:
History is taught initially with a teacher input that capitalises on children’s interests and is tailored to the children’s needs. Children will be presented with captivating stimuli (examples include stories, photographs, objects, artefacts, accounts from the past and people). Children will be provided opportunities to explain similarities and differences, share experiences and ask investigative questions. Throughout the week, children will then be provided a range of hands-on experiences that deepen the children’s understanding that will link with a Milestone Focus. These History activities will be part of the Star Challenges – activities children independently choose to complete. These activities are modelled by the teacher so children know how to complete them.

Our Diverse Curriculum 
As a school, we are passionate that our children receive a broad, balanced, inclusive and diverse curriculum. 

Within this subject, we will ensure:

• That the children have the opportunity to learn about a variety of significant historical figures from different cultures and ethnicities
• That children are aware of both female and male historical figures that have made a significant impact
• That children learn of both British history and the history of significant civilisations and people from around the world

Every October, we celebrate Black History Month where the children get to celebrate the achievement of black people in history and the important events that have impacted the lives of black people.

Children will learn about the life of a significant black person related to their current history topic or another foundation subject. Children will also explore a book on the life of a significant black person from history within their class reading time.