History Statement of Intent, Implementation and Impact
History has always been held in high regard at Gawsworth Primary School, with the school’s own rich history within the context of the local area, a celebrated and inspiring feature of the school. The history curriculum at Gawsworth makes full use 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 Gawsworth 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 Gawsworth 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.
Knowledge and skills of History are prioritised at Gawsworth Primary, so that children are able to achieve depth in their learning and these are taught through cross-curricular topics. Teachers have identified the key historical 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. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Egypt.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and literacy enabling further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the national curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated, 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. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Outcomes in books, evidence a broad and balanced history curriculum and demonstrate children’s acquisition of identified key knowledge. Children review their successes, verified by teachers through evaluation grids at the end of topics and also record what they have learned comparative to their starting points at the end of every topic, considering what they could improve upon. Pupil voice is further encouraged through pupil/teacher/SLT progress meetings. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider historical context.
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.