History

History at John Perryn

Intent

We believe that history at John Perryn will give children the understanding of the past through achievements that humans have made. The curriculum is designed to enable pupils to acquire a wealth of connected knowledge as the sequence and selection of topics builds on previous units and maximises future learning.

 

Each unit is taught through using key questions with a focus on retrieving prior knowledge   to develop historical enquiry. We focus on the acquisition and application of key subject knowledge, concepts and vocabulary throughout each unit and children are encouraged to make links in substantive knowledge and key skills.

 

At John Perryn we offer a history curriculum that is ambitious, well-sequenced and that inspires all children’s curiosity to learn more about the past using the Primary Knowledge Curriculum.

We investigate and use primary and secondary sources such as pictures, stories, writing and artefacts to ask and answers questions about how the past has impacted the world we live in today. We look at potential sources of bias and ask children to critically evaluate sources and evidence in their relevant contexts. We look at history in a chronological order throughout the study of our units of work in Key Stage 1 and 2. We believe that within history lessons, our children acquire a passion for learning about the past and how this has influenced the world we live in today.

Key Coverage:

British History: an aspect of British history is studied in every year group.

History of the Wider World: history of the wider world is studied from Year 2 onwards, covering all aims of the NC including ancient civilisations, empires, non-European societies (e.g. Baghdad c.900 BCE)

Substantive Concepts: substantive concepts are covered in every unit, developed across the curriculum and listed in the unit rationales.

Historical Enquiry: an understanding of the method of historical enquiry begins to develop from ‘Discovering History’ in Year 1 and is developed each year.

Disciplinary Concepts: historical concepts are explored in every unit, and developed across the curriculum. Concepts covered in each unit are listed in the unit rationales.

Historical Perspective and Contexts: a wide range of contexts are studied and children are supported to make connections between the local, national and global, as well as between political, cultural, social and religious contexts.

Implementation

Each lesson is part of a teaching sequence, which follows a consistent teaching model. History is placed in chronological order and links are made between the current and previous learning. We place a high strong emphasis on vocabulary teaching.  All new language that is introduced is explained, modelled in context and referenced in future learning, where appropriate.

Knowledge organisers play an important role in making sure children know the key concepts, terminology and explanations that they will need for a particular unit of work.  These are then used as a basis for recapping and embedding knowledge into long--term memory. 

Each class has a focus working wall for history, as well as other subjects, where substantive and disciplinary knowledge is added to over the course of the topic as a tool for learning and remembering and is referenced in each lesson. Where possible, we try to develop learning further by organising trips and outside visits to place of historical significance in order to further enrich our pupils learning experiences.

As children leave John Perryn at the end of Year 6, they will have developed chronologically secure knowledge and understanding of local, British and world history. Each unit of work should not be viewed as a stand-alone topic, but as a chapter in the story of the history of Britain and the wider world. In this sense, the chronological approach provides a solid framework, anchoring each unit within a wider narrative. Understanding in history requires an understanding of causation.  They are able to think critically about history and use historical evidence from a range of sources.

Most importantly, they leave with a passion for history preparing them with essential knowledge for Key Stage 3 and beyond.

 

History Overview

To find out more about the history curriculum, please contact either the school office, speak to your child's class teacher or to the history subject coordinator Ms. Kidan

History