Home Page

History

Intent

At Collis Primary School, our history curriculum inspires pupils to be inquisitive learners through high-quality learning experiences. Lessons are planned to enable pupils to know more about the past and to think critically as historians. Explicit cross-curricular links as well as the opportunity to participate in a wide variety of trips and events further supports the retention of key vocabulary, knowledge and skills. Through our diverse curriculum, we are committed to all pupils leaving Collis knowing more and remembering more, to them fostering a life-long love of history and a curiosity to extend this outside of school.

 

Progression across the school supports a clear development of substantive knowledge and an understanding of significant events that have shaped the world around them. At Collis, pupils are able to develop their critical thinking skills and express their ideas and opinions using a range of historical sources.

 

Through our varied approaches to teaching and learning our intention is that knowledge and skills are transferred from their short-term memory to their long-term memory; this ensures that pupils have a secure understanding of core knowledge and are able to be confident historians.

 

The National Curriculum for History states:

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils 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.

Implementation

Teachers plan using our Collis history progression grids when creating medium term plans. This ensures that key sticky knowledge and skills are being built upon each year.

 

History is taught half termly, however some units are taught for longer than this to embed cross-curricular links with other topics.

 

The teaching of history is alternated between year groups to ensure that history learning is taking place at all times across the school.

 

History lessons show a progression of knowledge and skills, which enable the children to learn in a variety of approaches, to deepen their understanding of the History curriculum. Using a range of resources and key vocabulary, children are given the opportunity to ask questions around their learning and research to help solve their answers. They actively share their ideas within focussed discussion opportunities (using a range of appropriate historical vocabulary) drawing comparisons between ‘then’ and ‘now’.

 

To ensure the children’s learning is embedded within a topic or theme, history ‘straddles’ the curriculum: through English, Science, Computing, Geography, Music, Maths, Art, PE and RE, as well as through class, year group and whole school assemblies. Children take part in a variety of visits and trips to consolidate their learning, pose questions, make sense of what is happening in the wider world and make experiences more memorable.

Impact

  • Pupils are assessed on their knowledge and skills in a variety of ways. There is an initial pre-assessment and a final summative assessment. 
  • Pupils are inspired to extend their knowledge and skills through the delivery of the curriculum.
  • The children will be able to confidently use a variety of artefacts and sources to develop their historical enquiry skills
  • The curriculum is ever developed to reflect the process of change, diversity, relationships, identity and challenges of our society as well as balancing this with British Values.

 

If you were to walk into a history lesson at Collis Primary School, you would see:  

  • Opportunities for pupils to discuss their ideas and use evidence to support their thinking.
  • Engaged learners who ask questions to develop their historical knowledge further.  

 

Successes:  

  • Planning for each unit is now carefully sequenced to answer an end point question. 
  • Tier 2 and tier 3 vocabulary is clearly identified and taught.
  • Varied and creative teaching strategies across sequenced lessons.
  • Evidenced lessons through LOs, photos and a variety of tasks.
  • Local History Week June 2022 – raising the profile of the subject.

 

Priorities for 2022-23:

  • Local history study - To ensure that pupils have the opportunity to learn about an important historical event, person or place in the locality.
  • Progression of skills - The development of key skills is explicitly clear.
  • Fieldwork and progression of skills – To ensure that there are clear links in the progression of key skills using progression grids and learning objectives.
  • Using sources and artefacts - To enable pupils to develop independent lines of enquiry using a variety of sources.

 

Pupil voice:

Year 3: “I like it because we connect history to other subjects. We wrote a diary entry from Howard Carter’s point of view in our English lessons.”
 

Year 4:  “I enjoyed learning about the Romans and Celts and how they used to live.”

 

Year 6: “I want to now be an archaeologist.”

 

Local History Week 13.06.22-17.06.22

 

This week we have been celebrating local history across the school.
 
From the history of the River Thames and Teddington Lock to the changes and modernisation of the high street; the development and impact of the railway to significant people in our local area; we have been history detectives finding out about Teddington’s past.
 
This Friday’s sharing assembly was a chance for children to share their findings and explain what they’ve been up to in class with the whole school.
 

Please have a look at the presentation to see some of the work that was shared.