History
Intent – why do we teach what we teach?
The history curriculum at Harris Academy Chobham intends to spark children’s curiosity and equip them with the skills to question and interpret information that they are presented with. Through our history curriculum, we aim to develop pupils’ core capital, allowing them to understand the world and the people who live in it, past and present. Having a secure understanding of how to consider information from the past through the lens of a historian allows children to become people who respect others and supports them to consider topics from an informed and analytical standpoint.
Our spiral curriculum at Harris Academy Chobham helps children gain a coherent knowledge and understanding the past. By revisiting substantive concepts through different time periods, we are enabling children to not only develop their understanding of chronology and where they fit within the fabric of our history, but also develop their understanding of key concepts that are the substance of history teaching. Our spiral curriculum is shaped so that our substantive concepts are continuously taught and revisited; each time developing children’s understanding of the concept by teaching it through a new historical lens. Our curriculum is organised through the second order concepts (concepts that shape the content we teach): change and continuity, significance, cause and consequence, similarity and difference, and interpretation. As children move into KS3, there is a shift in the complexity of these concepts, with a particular focus on interpretation.
Implementation – how do we teach what we teach?
In EYFS, children develop their emerging knowledge and understanding of the world through 7 areas of learning and development. A particular focus is on the concept of ‘past and present’ where children learn the key foundational knowledge of understanding what the terms ‘now’, ‘before’, ‘past’ and ‘present’ mean, and how they can use this terminology to understand where they fit in within their own family and communities’ history. With this understanding, they begin to develop their historical thinking by exploring history through stories, key events and by visiting historical sites.
From EYFS to Year 2, the curriculum is laid out to develop their emerging knowledge and understanding of how changes occur over a generational period by comparing now to the recent past. Children start to look further out of their own sphere and start looking at significant periods and significant figures in history. This phase lays down the foundations to develop the skills they need to understand where they fit in history and what ‘makes’ history.
By Year 3, our curriculum runs chronologically. This chronology allows children to see how history led up to and shaped the world today. Each term’s topic is led by an overall enquiry question which breaks down into key learning questions that shapes each lesson. By the end of each lesson, children can use their reasoning skills to discuss and ‘answer’ their enquiry question. At Harris Academy Chobham, we are passionate about ensuring we have an inclusive curriculum. Teachers adapt learning outcomes to ensure that all children (including those with SEND) can communicate and present their understanding.
By KS3, children have a developed understanding of the substantive concepts that have shaped their curriculum and move into looking deeper into these concepts. In KS3 they develop the children’s understanding of interpretation and how a variety of sources can come together to build a picture.
Impact – how do we know what pupils have learnt and how well they have learnt it?
In history, to measure the impact of our teaching on pupils’ ability to acquire and recall key substantive and procedural knowledge, we use several assessment tools. In EYFS, children are observed discussing where they fit into their family and how there are similarities and differences for when their adults were children. In KS1 and KS2, pupils’ acquirement of knowledge is assessed through the completion of a multiple-choice quiz and short essay at the end of each topic. The low-stake quiz aims at ensuring that pupils know, and can recall, key facts relating to the topic taught at that half-term. The short essay aims at ensuring that pupils can use their substantive knowledge and use it to inform their writing as they use their reasoning skills to explain ‘why’ and ‘how’ events they have studied are significant. Lastly, pupil voice forms a substantial assessment tool; we expect pupils to talk knowledgeably and enthusiastically about history and demonstrate knowledge of, and ability to recall, key substantive and procedural knowledge they have learnt over the course of half-term.
