History

''We are not makers of history. We are made by history.''

Martin Luther King, Jr.

The curriculum at St Richard’s aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin 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 have an enquiry-based approach that encourages our children to apply their own knowledge and skills to new topics as they are taught. Through History children will see the diversity of human experiences and understand more about themselves as individuals and members of British Society. 

Intent 

History has always been held in high regard at St Richard’s School. The history curriculum at St Richard’s makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.  

Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at St Richard’s is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at St Richard’s aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin 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 have an enquiry-based approach that encourages our children to apply their own knowledge and skills to new topics as they are taught. This question led focus has proven to be more engaging for the children and allows them a greater opportunity to develop skills as they move through school. Through History children will see the diversity of human experiences and understand more about themselves as individuals and members of British Society. 

Implementation 

History is taught in blocks throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Planning is informed by and aligned with the national curriculum. In addition, staff have access to the Collins Connect History plans and resources and have access to the History Association, of which the school is a member of. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. The curriculum allows the children the opportunity to learn lots of historical vocabulary that is revised with the children throughout the year.  

Impact 

Outcomes in history books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session with support from their teachers. Children also record what they have learned comparative to their starting points at the end of every topic using concept maps. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.