Intent, Implementation and Impact

Vision: Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. #Let your light shine

 As a Church of England School, our vision and values are at the heart of everything we do and play a vital part in our pupils’ education, spiritual, moral, social and cultural development.

History Intent

At Ince CE, we intend for our History curriculum to inspire children’s curiosity about the local heritage of Ince (Heritage), towns and cities of the United Kingdom and all of the continents of the world (Enlightenment). Due to our well-thought out and sequenced curriculum approach, children will gain a coherent knowledge and understanding of the past both in Britain and the wider world. History teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. Children will not only appreciate historical achievements but will also understand the follies of mankind and use this knowledge to debate the impact that civilisations, leaders and communities have had on the world.

As a result of our History curriculum we want our children to:

• Understand their place in the world through a study of heritage, national and international people and events.
• Develop a deep understanding of the impact that leadership can have to improve the world and to promote children’s aspirations to have a positive impact locally and more widely.
• Become Courageous Advocates, making reasoned and well informed judgments about past events, achievements and follies, enabling them to problem solve ways to combat prejudice and social injustice (bringing light to the darkness).
• Positively engage with their heritage and historical perspective and use this to make a positive impact on their friends, families and the local and wider communities.
• Have an understanding and respect for other people’s faiths and beliefs and the difference it makes to their lives, deepening their understanding of the world and their own experience within it.
• Leave school as well rounded individuals with a respect and appreciation for their own heritage, religion, beliefs, morals as well as those of others.
• To develop a deeper understanding of our core values of truthfulness, thankfulness, forgiveness, compassion, justice and courage and how people from the past have modelled these values to shape the world we live in today.
• Are supported to develop the 7 C’s throughout their time with us: confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship so that they are prepared to shine not only in the next stage in their education but to also shine in all aspects of their lives beyond their time in education. 

Implementation

Our implementation ensures full coverage of the History National Curriculum Programme of Study. Our curriculum intent drives the rationale for our approach, resource choices and selection of content. Our curriculum is carefully planned and structured for depth and clear progression of skills, knowledge and concepts.  We build in opportunities for children to return to aspects of learning in order to build on prior knowledge and deepen their understanding.

History is sequenced through well-sequenced Long Term Planning, Progression Maps, End Point Maps, Knowledge, Skills and Concept organisers, vocabulary grids and prior and post assessments.

The concepts of Heritage and Enlightenment have become the foundation and structure of our History curriculum implementation. These concepts have helped us to make purposeful choices in relation to historical periods to be studied. These topics are strongly linked to our intent and matched to the needs of our context and community.

Each History topic is planned through a Blooms Taxonomy ‘Sequence of Learning’ approach that guides children through the process of remembering, understanding, applying, analysing, evaluating and creating. This approach ensures all children develop higher order thinking skills and explore History in a range of ways to retain knowledge, acquire historical skills and to have a deep level of conceptual understanding. This medium term planning also ensures full coverage of national curriculum objectives, purposeful links to whole school curriculum and Historical concepts.

In addition to this, Knowledge, Skills and Concepts Organisers are created by teachers to ensure there is increased detail and depth to medium term planning. Specific knowledge and skills that children will develop at each stage of the Blooms Taxonomy ‘Sequence of Learning’ are detailed within this planning as well as subject specific key vocabulary. Enrichment activities such as WOW Moments, trips and visitors are also planned for to ensure high levels of engagement and enjoyment within our History provision.

Impact

As a result of a progressive, well-sequenced and purposeful History curriculum, the children of Ince CE Primary have a strong understanding of the Local Heritage of Wigan and Ince, towns and cities within the United Kingdom and through their termly focus of Enlightenment all continents of the world.

Children are highly skilled historians. The have a coherent knowledge and understanding of the past. They use higher order thinking to critically analyse sources and information and make judgements both on the successes and follies of mankind. They understand how civilisations, leaders and historical periods shaped the world we live in today.

Children have the knowledge, skills and concepts needed to be successful in future learning and employment.  All children, particularly the most disadvantaged and those with special educational needs/disabilities gain the knowledge and cultural capital they need to succeed in life.

Due to high levels of teacher subject knowledge, quality first teaching ensures children make excellent progress in learning and attainment is consistently high. Children remember in the long term the content they have been taught and can integrate new knowledge into larger concepts.

We monitor the impact of our curriculum through:

• Prior learning and post learning activities in core and non-core subjects.
• Subject Leadership: Subject leads routinely monitor the effectiveness of their subjects through pupil voice exercises, work scrutiny and teaching and learning observations.
• Progression Maps in all subjects inform and ensure a clarity of judgement against subject End Points.
• Senior Leadership Standard Reviews and Pupil Progress Meetings take place termly to ensure no child is left behind.
• A Strategic Assessment Calendar ensures History is assessed each term. This data is used to support teachers in make judgements on children’s progress and achievement.
• A central tracking system (Target Tracker) is used to assess History and this data is used to make judgements on children’s progress and achievement.

History Subject Leader: Mrs Vicky Rowcroft