Queen's Crescent School
Historians at Queen's Crescent
Being a Historian
Lead Historian: Mrs Claire Garton
Intent:
History is a motivating, stimulating and intriguing subject that inspires pupil’s curiosity to know more about the past. Children are encouraged to ask questions as Historians and be aware of where people and events fit within a chronological framework in order to help understand the process of change and significant developments over time.
Through the use of primary and secondary sources, pupils develop an awareness, appreciation and critical understanding of the past and the impact it had on daily life within Britain and the wider world.
Our pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. High-quality History education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Aims:
The national curriculum for History aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed History – key stages 1 and 2
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
How do we teach History and why has this approach been chosen?
History is taught through our enquiry-led curriculum (see ‘Our Curriculum’ section of the website). As ‘Historians’, pupils learn the relevant disciplinary knowledge (how historians study the past and construct claims and accounts) and substantive knowledge (knowledge of the past) and then apply it through an enquiry challenge. Enquiries are carefully planned to ensure they are meaningful, localised (where possible) and progressive.
History links well with many other subjects across the school, such as art and geography, however, teachers make it explicit to the children that they are being ‘historians’ and develop their knowledge of the past and its relevance to today.
Our history curriculum progression girds are used in order to ensure disciplinary and substantive knowledge build year on year. This ensures that by the end of year 6, pupils have a wealth of knowledge and skills to support their future studies.
What our history lessons involve:
| Review of prior vocabulary and Re-cap prior knowledge |
These information recall activities may involve :
|
| New information presented in simple steps |
Children are then given time to practise applying the new knowledge, in an effort to support working memory. |
| Teachers pose carefully considered questions |
This allows pupils to deepen their understanding. |
| Clear modelling |
Teacher demonstrate a new concept or approach to learning. |
| Scaffolding |
Children’s activities are matched to their needs. The learning is broken up into chunks and pupils are provided with the tools and structures needed to be successful. |
| Working Walls |
These are used to display the learning journ ey through an enquiry |
Children’s learning is documented in enquiry books and on classroom displays.
|
|
|
|
History is made memorable by going on visits and having visitors come to us!
|
Visit To Sevington Victorian School |
Visit to Chippenham Museum |
|
Mr Powell (former Mayor of Chippenham and ex-Governor of our school), came to share his memories of how our school was built and how Chippenham has changed over the years. |
Elaine Davis (Chippenham Museum Engagement Officer), explained how we can find out about people in the past from looking at primary sources. |
History outcomes:
History is monitored by the History lead throughout the year in the form of book looks, lesson observations and pupil conferencing. Classroom displays evidence the work the children have completed throughout a design unit.
Teachers continually assess children in history lessons and complete an enquiry assessment at the end of each enquiry. Progression grids act as a reference for end of year expectations for each year group and teachers are aware of the entry and exit points for their children.
The lead historian works closely with the link governor to assess the impact of the history curriculum each year.
Being a Historian at Queen's Crescent Progression Document
Queen's Crescent School
Historians at Queen's Crescent
Being a Historian
Lead Historian: Mrs Claire Garton
Intent:
History is a motivating, stimulating and intriguing subject that inspires pupil’s curiosity to know more about the past. Children are encouraged to ask questions as Historians and be aware of where people and events fit within a chronological framework in order to help understand the process of change and significant developments over time.
Through the use of primary and secondary sources, pupils develop an awareness, appreciation and critical understanding of the past and the impact it had on daily life within Britain and the wider world.
Our pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. High-quality History education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Aims:
The national curriculum for History aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed History – key stages 1 and 2
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
How do we teach History and why has this approach been chosen?
History is taught through our enquiry-led curriculum (see ‘Our Curriculum’ section of the website). As ‘Historians’, pupils learn the relevant disciplinary knowledge (how historians study the past and construct claims and accounts) and substantive knowledge (knowledge of the past) and then apply it through an enquiry challenge. Enquiries are carefully planned to ensure they are meaningful, localised (where possible) and progressive.
History links well with many other subjects across the school, such as art and geography, however, teachers make it explicit to the children that they are being ‘historians’ and develop their knowledge of the past and its relevance to today.
Our history curriculum progression girds are used in order to ensure disciplinary and substantive knowledge build year on year. This ensures that by the end of year 6, pupils have a wealth of knowledge and skills to support their future studies.
What our history lessons involve:
| Review of prior vocabulary and Re-cap prior knowledge |
These information recall activities may involve :
|
| New information presented in simple steps |
Children are then given time to practise applying the new knowledge, in an effort to support working memory. |
| Teachers pose carefully considered questions |
This allows pupils to deepen their understanding. |
| Clear modelling |
Teacher demonstrate a new concept or approach to learning. |
| Scaffolding |
Children’s activities are matched to their needs. The learning is broken up into chunks and pupils are provided with the tools and structures needed to be successful. |
| Working Walls |
These are used to display the learning journ ey through an enquiry |
Children’s learning is documented in enquiry books and on classroom displays.
|
|
|
|
History is made memorable by going on visits and having visitors come to us!
|
Visit To Sevington Victorian School |
Visit to Chippenham Museum |
|
Mr Powell (former Mayor of Chippenham and ex-Governor of our school), came to share his memories of how our school was built and how Chippenham has changed over the years. |
Elaine Davis (Chippenham Museum Engagement Officer), explained how we can find out about people in the past from looking at primary sources. |
History outcomes:
History is monitored by the History lead throughout the year in the form of book looks, lesson observations and pupil conferencing. Classroom displays evidence the work the children have completed throughout a design unit.
Teachers continually assess children in history lessons and complete an enquiry assessment at the end of each enquiry. Progression grids act as a reference for end of year expectations for each year group and teachers are aware of the entry and exit points for their children.
The lead historian works closely with the link governor to assess the impact of the history curriculum each year.
Being a Historian at Queen's Crescent Progression Document