History

Each unit of learning begins with a ‘pre unit quiz’, which assesses the existing knowledge and misconceptions children may have against the core knowledge they need to learn. This then supports and informs the teaching of that unit. Teachers plan with the three vertical concepts in mind and understanding the end point. As part of this planning process, teachers plan the following:   

• A knowledge organiser which outlines knowledge (including vocabulary) all children must master 
• A sequence of learning which aligns to the National Curriculum
• A cycle of lessons for each subject, which carefully plans for progression and depth 
• Quizzes which are used regularly to support learners’ ability to retrieve and recall knowledge and increase space in the working memory 
• Challenge questions for pupils to apply their learning in a philosophical/open manner   
• Trips and visits from experts who will enhance the learning experience

At the end of each unit, children will complete a ‘post unit’ questionnaire which challenges them to apply their new learning in a more open historical context – this supports children to retain what they have learnt.

Our high quality, well sequenced History Curriculum is planned to demonstrate progression. We recognise what makes history unique, and as a result make pedagogical choices to ensure teaching is the best it can possibly be. Furthermore, we measure the impact of our curriculum through the following methods:   

• A reflection on standards achieved against the planned outcomes  
• Learning quizzes   
• Pupil’s books
• Pupil discussions about their learning     

Our history curriculum is carefully planned in a way which promotes the cultural capital of all our children. We enhance our curriculum especially for the most disadvantaged by organising school trips to enrich pupil’s understanding and provide context through first-hand experiences. We also provide additional opportunities such as historical focus days which focus on key historical events.

• Talk with your child about things being in the past, present and future (using key words such as then, next, before, now)
• Help your child to recognise changes between the present and the past (around your local area)
• Encourage your child to put things into chronological order – “first you had breakfast, then you went to school, next you ate your lunch, after that you came home, and finally it’s now time for bed.”
• Visit the London Transport Museum and discuss how vehicles have changed over time https://www.ltmuseum.co.uk/
• Look around the Great Fire of London gallery at the Museum of London https://www.museumoflondon.org.uk/museum-london/great-fire
• Walk around areas with castles and palaces in London - Hampton Court Palace, The Tower of London, Kensington Palace, Buckingham Palace
• Observe some of the ways our homes have changed over the past 400 years at Museum of the Home https://www.museumofthehome.org.uk/

• Visit the British Museum and marvel at the Parthenon Sculptures in the Ancient Greece gallery https://www.britishmuseum.org/
• See a section of original Roman Wall in London https://www.english-heritage.org.uk/visit/places/london-wall/
• Walk around an original Roman Amphitheatre in London https://www.cityoflondon.gov.uk/things-to-do/attractions-museums-entertainment/londons-roman-amphitheatre
• Explore some of the Ancient Egypt collection at the Horniman Museum https://www.horniman.ac.uk/resource/ancient-egypt/
• Find out more about Prehistoric Britain at the Natural History Museum https://www.nhm.ac.uk/
• Discover objects from the ancient Mayan city of Yaxchilán at The British Museum https://www.britishmuseum.org/
• Spend time exploring some of the 19,000 items in the Islamic Middle East gallery at the V and A https://www.vam.ac.uk/