Intent  

At Priory Primary School, we believe that history is an important part of a rich and broad primary education because it helps children to understand both the present and the past, as well as the complexity and diversity of human societies and evolution. Our curriculum is designed to instil a sense of wonder and curiosity, encouraging our children to ask insightful questions and engage in active inquiry. Links between history and our topic-based curriculum themes have been carefully developed so that pupils can contextualise their learning, relate it to prior knowledge, and shape their perspective of the world on a local, national, and global scale. Children are given the opportunity to compare our present environment to the past. The National Curriculum informs the topics, which are sensitive to children's interests as well as the context of the local area. Priory Primary School's history curriculum is carefully planned and structured to ensure that current learning is connected to prior learning and that the school's approaches are guided by contemporary pedagogy. In accordance with the 2014 national curriculum, Priory Primary School's curriculum strives to guarantee that all pupils:  

• Gain a cohesive knowledge and understanding of Britain's and the world's pasts, which serves to spark students' interest in learning more about the past;  

• Are encouraged to ask insightful questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.  

• Begin to comprehend the complexities of people's lives, the process of change, the diversity of societies and relationships among different groups, as well as their own identity and the challenges of their time.  

 Following a 3- year rolling programme, by the end of KS1 all pupils will have been given opportunities to:  

Early Years Foundation Stage:  

 Make sense of their physical world and community   

• Increase frequency and range of personal experiences by visiting parks, libraries and museums   

• Enriching and widening vocabulary to support reading comprehension.  

Key Stage One  
Chronological Understanding:  
- Sequence events, photographs and artefacts from distinct periods of time and check with a reference book.  
Range and Depth of Historical Knowledge:  
- Recognise the difference between past and present in their own lives and others lives.   
- Recount episodes from stories about the past.  
- Recognise why events happened.  
Interpretations of History:  
- Compare fact and fiction based on photos, memories, stories, accounts and fact books.  
Historical Enquiry:  
- Use a source of information e.g. artefacts to answer questions about the past.   
Organisation and Communication:  
- Communicate their knowledge through drama, role play, discussions, drawing pictures, making models, using ICT and writing.  

Lower Key Stage Two  

Chronological Understanding:  
- Place the time studied on a timeline.  
- To use specific dates and terms related to a time period.  
  Range and Depth of Historical Knowledge:  
- Identify reasons and give reasonable explanations for events.   
- Identify key features and events of the time studied.   
Interpretations of History:  
- Begin to evaluate the usefulness of different sources.  
Historical Enquiry:  
- Ask a variety of questions.   
- Use evidence and artefacts to make better observations and build up a picture of past events.   
  Organisation and Communication:  

Communicate their knowledge through discussion, drama, role play, use of ICT and writing.  
- Recall, select and organise historical information.  

Upper Key Stage Two  
Chronological Understanding:  
- Use relevant terms and period labels when sequencing key events of the time studied.  
Range and Depth of Historical Knowledge:  
- Study different aspects of belief, behaviour and characteristics within a specific time period.   
- Examine causes and results of great events and the impact on people.    
Interpretations of History:  
- Compare accounts of events from different sources – fact or fiction.   
- Offer some reasons for different versions of events.  
Historical Enquiry:  
- Begin to identify primary and secondary sources.   
- Bring knowledge gathered from several sources together in a fluent account.   
Organisation and Communication:  
- Communicate their knowledge through discussion, use of ICT and library research.  
- Select and organise information to educate others.  

We follow the specifications of the National Curriculum (2014); providing a broad and balanced curriculum, ensuring progressive development of historical concepts, knowledge and skills.   

Implementation   

At Priory Primary School history is seamlessly woven into our curriculum, it is taught throughout the year so that children can gain a broad understanding of the subject. The key knowledge and abilities of each topic have been identified by teachers, and care has been made to ensuring progression between topics in each year group within the school. Children will have a chronological understanding of British history from the Stone Age to the current day by the end of year 6. They can create connections and make comparisons between different time periods and their own life. Studies of world history are intertwined with this. History cross-curricular outcomes are particularly designed for, with strong connections between the history curriculum and morning literacy courses allowing for additional contextual learning. We provide a curriculum that fully utilises the resources available in the immediate and wider local areas, allowing children to have a comprehensive awareness of their community's rich history. The school ground is also extensively utilised to accomplish the desired goals, with numerous possibilities for learning outside of the classroom. Work outcomes are reviewed on a regular basis to ensure that they represent a thorough comprehension of the core concepts defined. 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; Past and Present, People, Culture and Communities and The Natural World, by the end of the academic year.   

Impact   

Outcomes in subject and literacy books evidence the children's learning of identified core knowledge and demonstrate a broad and balanced history curriculum. At the end of each session, the children assess the agreed-upon successes and are actively encouraged to establish their own target areas with the help of their teachers. At the end of each topic, the children keep track of what they've learned in comparison to where they started. We equip children with a wealth of key vocabulary that allows them to express their knowledge and understanding using the language they need. At the beginning of each topic, children share all that they know on the topic and are given the opportunity to ask questions that then informs the specific programme of study and ensures the children and engaged and enthused in their learning as well as helping to decide the appropriate starting point. Opportunities for greater depth are always provided, along with support to ensure all learners can access the learning. Through our skills-based approach, the goal is for the children to know more and remember more! All children are assessed at the end of each topic by either a quiz, test, activities or presentations.