History

  Intent:

At Rowde we believe that it is crucial that our children develop an understanding of British history and values, the history of the wider world, and how it impacts upon us in the present. Our curriculum is developed in line with the National Curriculum, and is delivered in a way that is interesting, relevant to our children and links to other areas of learning, wherever possible. Our desire is that students build richly connected knowledge, vocabulary and skills that they can carry forward through their education and their lives.

Our aim is that we inspire our children to become active and curious in regards to history. We want our pupils to develop the tools to evaluate information about the past and make informed judgements based on this, and help them understand what happened in the past, and how this shaped the world they live in. We believe it is crucial that children learn about the events and people that have shaped our nation and its values, as well as other civilizations through time.

Implementation:

Each historical unit is accompanied by a high quality class text to contextualize the learning and expose the children to high-quality reading opportunities.

Units of history are usually taught in blocks over a termly period, but in Experience Days for term 6 of the current year to allow for catch-up work in literacy and numeracy. This allows the teacher to more effectively use formative assessment to address misconceptions and errors pupils may have had during the previous lesson and address these quickly.

  Impact

Assessment of History

Assessment of history at Rowde is a multi- facetted approach. The booklets have tailored the outcomes we expect from pupils to help assess this.

Formative Assessment / Responsive Teaching: 

·Verbal responses from pupils within the lesson

·Written outcomes from the pupils’ work

·Retrieval practice at the start of each lesson

Summative Assessment

·Multiple choice quizzes after a period of time

·Mind-maps after a period of time

·Comparison of work with exemplification

·Pupil interviews about topics covered

·Teacher judgement against historical skills progression

History Policy