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Bitterne Manor Primary School

Bitterne Manor

Primary School

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History

Curriculum Intent

Our History curriculum is designed to ignite children’s curiosity about the past. We are determined that, alongside historical knowledge, there will be a high focus on the development of specific historical skills to ensure children know more and remember more. The history skills and knowledge is then built upon each year, with a clear path of progression through the school. 

 

The teaching of history in our school is intended to equip pupils to ask questions about the past, analyse evidence, think critically, appreciate different perspectives and develop informed judgements through our 'Engage', 'Develop', 'Innovate' and 'Express' planning sequence. 

 

History is delivered within projects. We immerse the children into a theme by exploiting cross curricular links, links with British values and our school values. Teachers make it explicit to the children what history skills and knowledge they are learning and encourage them to think like ‘historians’ through an enquiry led teaching approach.

Curriculum Implementation

Our History curriculum covers the skills outlined in the National Curriculum through broad, challenging and inspiring projects. Progression is planned in knowledge, skills and vocabulary so that pupils, by the end of year 6, have the ability to be successful in History in their secondary school. Lessons carefully build on prior learning so that children can make sense of the subject. Progression allows for sensible cross curricular links to be made. 

 

Medium term plans ensure that both the required knowledge, and the history specific skills, are fully covered. Sessions are planned to inspire, engage and challenge pupils in response to their needs. Children are given a wide variety of experiences both in the classroom and out. We encourage school visits and visitors into school to enable the children to gain memorable experiences to support their learning through enhanced provision.

 

Within lessons, pupils are encouraged to think like historians and develop their skills including historical enquiry. There is a strong emphasis on developing children’s other skills such as understanding of chronology, interpretations of evidence, changes within a time and across time periods as well as cause and consequence.

Curriculum Impact

History is assessed through teacher judgement and monitored by the subject leader. Progression grids, and pupil voice, supports teachers in making accurate judgements of what the children know. History assessment grids are available with a checklist for the teacher to check children against entering, developing and secure statements. This is then reported to parents within each child's end of year report. 

 

History is monitored, throughout all year groups, using a variety of strategies such as book scrutinises, lesson observations, staff discussions and pupil interviews.  Feedback is given to teachers and leaders use the information to ensure children are making progress.

Further Information

 

Environment:

Learning walls specific to history projects (cross -curricular) are used in lessons to highlight key knowledge and vocabulary. Time lines are used within the classroom to refer back to previous learning and develop chronological understanding and order of events. Both fiction and non-fiction texts are used to develop children’s historical understanding and links to our book-led curriculum. Books are displayed under working walls for children to access and a range of non-fiction texts are available in reading areas.

 

Enhancements:

Our curriculum is enhanced with resources from Hampshire History Centre, who provide historical artefacts, as well as, teaching resources and information to enrich History. Visits and visitors are planned to enhance children’s understanding and knowledge of the theme. For example, Year 3 visit Highclere castle  when studying Ancient Egyptians and Butser Farm for Stone Age.   Local walks are planned, where appropriate, in order to link their historical learning to changes within their own local area

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