Download the History - Intent, Implementation, Impact v3

Intent

 

Educating for Wisdom, Knowledge and Skills	To help grow resourceful, resilient and reflective children who are equipped with the skills, knowledge and tenacity empower themselves, their learning throughout their lives.
Educating for Hope and Aspiration	To inspire and enrich lives beyond current opportunities and experiences in order to open minds to the potential their future holds
Educating for Community and Living Well Together	To be a multi-cultural, inclusive community of individuals loved by God who feel valued and involved where we create qualities of character to enable people to flourish.
Educating for Dignity and Respect	That children might know how much that they are loved and valued by so that they might show dignity and respect for themselves and others by carefully and safely thinking through their actions.

At Jennett’s Park we believe that a well-rounded History curriculum will allow children to gain a coherent knowledge and understanding of the past in Britain and the wider world. We have carefully designed our History curriculum so that children gain and build on this knowledge as they progress through the school. In addition to this, we recognise the important role that History plays in preparing our children with skills that they can use for life, raising their aspirations, understand how to be a good and responsible citizen, understanding change and societal development and a context in which to understand themselves and others. This is extremely important for children at Jennett’s Park in opening doors for our learners to access a much wider world.

 

Through our History curriculum, we strive to inspire pupils’ curiosity and to know more about the past. Our curriculum provides children with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through the teaching of History, we endeavour to teach our learners 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 believe that teaching History in this way is important in broadening children's horizons, challenging preconceived ideas and developing life skills in order to prepare them for life after Primary School.

 

Impact

Through high quality first teaching of History at Jennett’s Park we will see the impact of the subject in different ways.

 

• Through pupil voice children will be able to talk about the skills and knowledge they have acquired.
• Children will be engaged in History lessons and want to find out more.
• Children will complete research independently through projects and homework and to further their own enjoyment about the subject or topic.
• Work will show that a range of topics is being covered, cross curricular links are made where possible and differentiated work set as appropriate.
• The school environment will be history rich through displays, resources, vocabulary etc.
• As historians, children will learn lessons from history to influence the decisions they make in their lives in the future.
• Assessments and monitoring will show standards in History will be high and will match standards in other subject areas.

 

• Learning in School
  • Year Groups
  • Curriculum
  • Special Events
  • Learning Links
    • Home and School Themes
  • Supporting your Child in Learning
    • Parent Workshop Presentations
• Celebrating Achievement
• Pupil Governors
• Wraparound Care
  • Virtual Choir

Key skills

Chronological Understanding	Range & depth of historical context	Interpretations of history	Historical enquiry
Describing visuals Sequencing Timelines –understand and gain knowledge from, create own, use to distinguish comparisons Historical dates and terms, e.g. AD, BC ‘Timeness of time’ – how different societal eras run in parallel-can children discuss this? Present knowledge and understanding in a variety of ways	Language of time and the past The difference between primary and secondary sources Not all sources are created equally – ascertain value and importance of a source Topic-specific themes, e.g. empire Topic-specific terms, e.g. ‘long boat’ Identify key features or aspects of eras or people studied Examine causes and effects of key events and people Understanding that not everyone in the time studied will share the same experience	Empathy Analyse similarities and differences Make links between different areas studied Compare Consider why a source shares its information Create nuanced opinions, reasoning why people in the past acted how they did. Compare events from different sources Check accuracy of interpretations- fact or fiction and opinion Confidently research topics, independently	Quality questioning to gather information Use primary resources, magazines, books, personal accounts, the wider library and Internet for research. Use evidence to build up a picture of a past event or individual Choose relevant material to build a picture of life in the past Create nuanced opinions, reasoning why people in the past acted how they did or why an event or change occurred. Direct independent investigations Consider different ways to present findings