History

Pupils are enthusiastic about their learning in history
Pupils are able to ask questions and are keen to know more
Pupils have a strong basis of historical knowledge related to the topics studied

Develop a range of skills and abilities; particularly those related to finding out about the past, explaining what happened and what people then and now think about what happened

Pupils are able to approach tasks in the manner of an historian
Pupils are able to use vocabulary related to historical skills
KS2 pupils understand that history is interpreted in different ways by different people

Encourage thinking about how the past influences the present

Pupils show an understanding of similarities and differences between historical periods
Pupils know that significant people and events still have an impact on modern times

Help students develop a chronological framework for their knowledge of significant events and people

Pupils have a sense of when historical periods or eras happened in relation to the topics they have studied
Pupils are able to order several events on a timeline

Use historical enquiry as a way of developing pupils’ questioning skills

Lessons enable an enquiry based approach
Pupils are able to pose relevant questions about the periods or people studied

Foster a sense of identity and an increased understanding of pupils' own position in their own community and the world

Pupils have pride in having historical knowledge about their locality
Pupils understand the role of the UK in the context of the wider world

Implementation
Topics have been allocated to each year group to enable cross-curricular links as part of Sketchley Hill’s ‘Curiosity Curriculum’. These can be seen in the long-term plan.

Provision is made for all learning styles. The mode of working in history is a mix of class teaching, cooperative groups and individual work. Groups are usually of mixed ability and are encouraged to communicate their findings in a variety of ways.

In learning history pupils will:

Use a range of sources such as people, the local environment, sites, photographs, portraits, artefacts, written materials, computing based materials, data, video extracts
Investigate significant issues about the past
Work in a variety of contexts - individually, in groups, as a whole class
Present their knowledge and understanding in a variety of ways such as through drama, art, models, various writing styles / genre, collage, timelines, sketches, maps
As they grow in confidence, begin to pose and investigate their own questions about the past

When teaching history we:

Always explain what we want pupils to know, understand and be able to do through the history they are about to do
Use a key question to direct pupils' thinking / enquiry about the past
Explain how historians use evidence and historical skills to make findings and conclusions
Use vocabulary related to disciplinary skills
Vary the resources and activities to ensure each pupil can be effective in finding out about and trying to explain the past
Use starters and plenaries to ensure students fully understand what they are learning, how they learn and how well they are progressing

Impact
Fire pupils' curiosity about the past in Britain and the wider worldPupils attitudes to learning are good or better in lesson monitoring visits

Pupil surveys demonstrate that children have a high level of enthusiasm
There is evidence of pupils being able to ask relevant questions about history from subject leader monitoring visits

Develop a range of skills and abilities; particularly those related to finding out about the past, explaining what happened and what people then and now think about what happened

Pupils demonstrate they are applying historical skills and first order vocabulary in lessons through subject leader monitoring
Pupil interviews show that pupils can use vocabulary related to historical skills e.g. change and continuity

Encourage thinking about how the past influences the presentPupils can discuss important events and people that have shaped modern times in interviews

Planning enables coverage of significant events and people in Britain and the wider world
Work in books shows evidence of pupils developing their knowledge of significant events and people

Help students develop a chronological framework for their knowledge of significant events and people

There is evidence of pupils using timelines to order their historical knowledge
In interviews, pupils can discuss when historical periods happened, or in younger year groups have a sense of old and new

Use historical enquiry as a way of developing pupils’ questioning skills

Lessons and topics are headlined with enquiry questions
Planning demonstrates evidence of providing opportunities for pupils to generate questions for investigation or discussion

Foster a sense of identity and an increased understanding of pupils' own position in their own community and the world

In interviews, pupils can discuss aspects of history that exist in the local area, in terms of the land, buildings and people
Planning shows evidence of enabling pupils to experience the local area through walks or trips

SEND
The following are some approaches to meeting the needs of those pupils with SEND, with a focus on accessing history; year groups will need to make their own adaptations depending on the individuals or groups in their current cohorts: Multi-sensory approaches, the use of ICT and planning support.