At St Leonard’s Lower School, we are growing and learning together with God’s Love. Our Christian values are embedded in all that we do.
We recognise that every child is a unique individual within God’s creation and our aim is to provide the rich soil (the learning environment and curriculum) that enables our children to develop deep roots, flourish and grow in their own unique way.
We aim to provide a relevant, creative, exciting and challenging curriculum to support all learners to achieve their full potential and to be prepared for their future.
We will provide an inclusive education for all, enabling each child to learn and develop the skills and knowledge they need to thrive.
We aim to promote spiritual, moral, social and cultural understanding through appropriate curricular opportunities with particular reference to equality and diversity.
INTENT- What we want to achieve
At St Leonard's Lower School, we are HISTORIANS! We want our children to love history. We want them to have no limits to what their ambitions are and grow up wanting to be archivists, museum curators, archaeologists or research analysts.
At St Leonard's we want our History curriculum to enable our historians:
- To have a broad understanding of, and celebrate diversity and equality
- To develop an awareness of the past, within a chronological framework
- To investigate people and events and develop an understanding of why things happened and how it influences our lives today
- To engage in a wide range of enquiry using different media
- To communicate their ideas based on research
- To become confident resilient learners through growth mind-set culture
- To answer questions based on key concepts in History: Chronology, interpretation, continuity and change, cause and consequence, similarity and difference and significance.
IMPLEMENTATION- How we will teach History
At St Leonard's we will:
- Support teachers to access a range of resources and planning materials eg. the Historical Association, Keystage history.
- Ensure high levels of confidence and knowledge are maintained, through regular discussions with the history lead, whole-school moderation, staff meetings, and CPD.
- Plan progressive lessons through a thematic based curriculum which are rooted in the National Curriculum and Early Years foundation stage curriculum and which are regularly reviewed and developed to ensure they motivate pupils; build on experience and previous study and expand a pupil’s knowledge and understanding of the past
- Develop pupils’ understanding of the concepts of chronology, change and continuity
- Link learning to high quality literacy texts
- Link learning in History to other areas of the curriculum (English, Art, Design, Geography, Science) to develop depth of understanding
- Develop high quality resources that are tactile, IT based, written graphic and photographic
- Allow children to handle sources and develop research skills
- Provide multisensory activities and a wide variety of learning experiences to motivate deep learning, curiosity and investigation
- Use visits, visitors and 'experience days' to make learning meaningful and to enhance depth of knowledge
- Provide opportunities for pupils to work independently in pairs, in small groups and as a whole class inside and outside the classroom
- Use precise tracking and assessment to move pupils’ learning forward, ensuring the learning objectives are clear and relevant
- Use questioning to build on and secure prior learning, linking new knowledge to prior knowledge
- Display and model the use of subject specific key vocabulary, ensuring the pupils are secure in using, spelling and understanding these words
- Develop pupils’ ability to evaluate their own and their peers work as well taking pride in the presentation of their work by applying our school handwriting scheme- Nelson Handwriting.
- Monitor the teaching of History regularly through lesson visits, book looks and pupil voice.
IMPACT: We want our Historians to achieve these outcomes:
By the end of the Foundation Stage most children will be able to:
- Find out about past and present events in their own lives, and in those of their families and other people they know.
By the end of KS1 most children will be able to:
- Show their developing sense of chronology by using terms concerned with the passing of time.
- Place events and objects in order on a simple time line.
- Be aware of how some lives were similar or dissimilar to others.
- Understand that their own lives are different from those of children in the past.
- Recognise that there are reasons why people in the past acted as they did.
- Begin to ask questions and know where to find the sources to answer these questions.
- Explore some local history.
By the end of Lower KS2 most children will be able to:
- Recognise that the past can be divided into different periods of time.
- Show knowledge and understanding of some of the main events, people and changes studied. This should include local, world and British history.
- Note and comment on similarities of time periods.
- Devise their own questions.
Monitoring of the History curriculum takes various forms. A key component of this is pupil self-evaluation and the confidence they have in discussing work they have completed. Work monitoring throughout all year groups also takes place once a term to compliment this, allowing leaders to ensure our Historians have the opportunity to develop their skills and knowledge fully. Examples of our Historians' work is exhibited throughout the school, both in classroom and communal displays.
Progression of Knowledge and Skills