Our History Curriculum
Intent
History is held in high regard at Kaizen Primary School, with the rich history of the local area celebrated. The history curriculum at Kaizen makes full use of 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 Kaizen 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. The ambition of the Interim History Curriculum is to continue to deliver the full breadth of the National Curriculum; streamlining the content for each unit so learning through the primary years is continuous. We have sought to develop units to do less, but ensure learning is deep for the learning objectives set out.
Implementation
History is taught in blocks throughout the year, so that children achieve depth in their learning. Teachers are given the key 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 from the Stone Age to the present day. 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 Greece and the Mayans.
Children are encouraged to question the sociology of the past and make links between life in the past and life today. In developing the units we have built on existing strong plans developed by schools in the Eko family, using units from the Historical Association where possible. Standards of our newly developed units have been benchmarked against units from the Historical Association.
Progression of knowledge and skills has been carefully mapped and History Leaders have worked together to identify the core knowledge for each unit. This is to ensure a baseline of the fundamentals where a child or cohort may struggle to keep pace.
Where content has been streamlined, this is noted on the unit plan to inform future curriculum planning.
We recognise the importance of immersing children in the past and Kaizen Primary School has always enriched the History curriculum with museum visits and immersive experiences such as workshops and theatre. We normally take full advantage of our location in the capital city and the fantastic range of museums, galleries and historic buildings we have in London. Whilst we have limited opportunities to take our children on visits and are reducing visitors coming to us to maintain Covid safe schools, we are enriching learning experiences with artefacts where possible, stories and digital resources that help immerse children into History such as this Pudding Lane Fly Through for the Great Fire of London unit, Interactive Explorers from the Museum of London, or filmed visits such as this one to Skara Brae.
Recovery Context
The ‘Recovery’ context is outlined for each unit where applicable. For example, we know that life at home was difficult for many during lockdown and Year 1 'Homes Then and Now’ may elicit some upset feelings and teachers may observe changes in behaviour. Where relevant these are anticipated and recommendations are made for teachers to frame the learning in a supportive way.
Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, 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.
Impact
Outcomes in topic and English books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children add learned knowledge to knowledge organisers at the end of each lesson. Teachers regularly use low stakes quizzing to ensure that the knowledge has been retained. Regular monitoring ensures that outcomes meet the expected outcomes.
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.