Kaizen Primary School

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. In line with the National Curriculum 2014, the curriculum at Kaizen aims to ensure that all pupils gain coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past. Children are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. They begin 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 

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. Cross curricular outcomes in history are planned for, with strong links between the history curriculum and English lessons enabling further contextual learning. The local area is also utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the National Curriculum. Additional resources are used from national agencies, including the History Association, of which the school is a member of. 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.  We understand that children have missed opportunities of learning because of the COVID outbreak and the resulting distance and blended learning models that were used in the previous school years. Our current teaching model ensures that any missed opportunities are addressed before teaching new concepts and topics. This pre teaching approach ensures that children are able to access the new learning and build upon their knowledge and skills. Aspects of the history curriculum are embedded in learning within the provision of SEND learning to ensure that all children have access to a broad and balanced curriculum. Themes are planned throughout the year that allow for history skills and knowledge to be embedded and built upon. Children with high levels of need have a broad curriculum offer, linking into National Curriculum themes, but with scaffolded learning which meets their needs, ensuring they are also making good progress from their initial starting points. 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. End outcomes ensure that children have the opportunity to apply the different components that have been taught to a composite piece of learning. Teachers regularly use low stakes quizzes to ensure that the knowledge has been retained. 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

Please click here to see the subject overview for History.