Valuing Every Achievement

History

HISTORY LEADER

  Mr Taylor

'ALWAYS START WITH WHY'

OUR CORE SCHOOL INTENT - IMPLEMENTED THROUGH OUR HISTORY INTENT

History must be a recurring driver for our termly themes. It gives our work 'active purpose'. We aim to see the historical themes thread their way through our reading and writing units of work as much as influencing the artwork, DT and music that we teach and learn. New vocabulary, questions and talk is essential. We want to see to that carefully planned and utilised. We want to see a small number of outcomes that have had due time for our children to study sources, refine, polish, respond to live marking and then present their historical findings/conclusions. We want our children to pursue questions, learn from mistakes or finding answers hard to find before succeeding.

SO OUR GOALS & LATEST WORK ARE.....

I have four central goals for our new 'When I Grow Up...' history curriculum that I am currently monitoring and supporting colleagues with:

* ensure our study of history builds chronologically as much as is reasonably possible; 

* ensure we meet our intention of embedding our unique local history within every year of the curriculum;

* ensure we can compare and contrast ancient civilisations through well placed and planned studies of ancient civilisations;

* ensure that the key aspects of the history curriculum demonstrate progression through the implementation of a progression document and that all planning clearly denotes prior and future learning when planning. 

I have been spending the last six months working with senior leaders on each of these four goals alongside ensuring our history curriculum implements our core vision at every opportunity. We have stage one: 'What we teach' in place, the progression document is complete so now the staff are in stage two: 'How we teach'. Everything is a work in progress. A new curriculum takes years to create and in truth should never sit still or never stop evolving. Daring to do and learning from mistakes has never been more true when developing a curriculum fit for your own school. 

At this moment, I am scrutinising planning to consider the prominence of vocabulary and questions within there and then pursuing this in the classroom. I am also beginning to see the initial outcomes from the first term of our stage two 'how we learn' curriculum process. I am interested to match these with the planning work we undertook together during February and March 2021. Finally, I am developing a new Curriculum Map to ensure coverage and progression is clearly evident across all aspects and year groups. 

The new Progression & Expectations Document is helping staff to plan carefully - formulate smaller steps in learning and their learning objectives, identify what needs to be taught and then acts an end of term/year expectations assessment tool. 

Next steps....further developing the ways in which we capture our assessment of progress and attainment in history and continue crafting the new Curriculum Map. 

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