History

INTENT

• Our history curriculum encompasses the 4I’s and is rooted alongside the school values ERIC.
• Our pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspires pupils’ curiosity to know more about the past
• Our history curriculum offers enriched experiences with quality literature that inspire our pupils.
• Our History curriculum uses an interleaved approach- it is integrated with other national curriculum subjects including English, Science, and Art, which enables sticky learning. In addition, our inspirational texts with historical themes drive and support the learning.
• Not only does our curriculum follow the national curriculum objectives, the inspirational topics promote pupil’s spiritual, moral, social and cultural aspects of their development.
• Our pupils gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
• Our pupils are posed with perceptive and thought-provoking questions that structure independent and metacognitive thinking so that pupils are able to make connections, sift arguments, analyse trends, and frame historically valid questions.
• Pupils understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
• Our history curriculum is representative of the pupils and ethos at Manor Junior, promoting inclusivity. 

IMPLEMENTATION

• Our history curriculum is a bespoke curriculum which has its own progressive scheme of work created at MJS.
• The history national curriculum objectives are organised chronologically and build on pupil’s prior experiences, therefore making learning memorable and transferable.
• Within each year group there are inspirational questions and in each year group there are at least one or two historical key drivers.
• Our teaching and learning of geography is implemented via DeBono philosophy of learning and Bloom’s taxonomy- this enables all pupils to access the history objectives thus an inclusive curriculum.
• Teaching equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
• For those pupils who have additional needs – an interleaving, augmented history curriculum is provided allowing our pupils to develop historical skills and access historical knowledge.

IMPACT

Our pupils:

• become increasingly critical and analytical within their thinking. They make informed and balanced judgements based on their knowledge of the past. 
• become increasingly aware of how historical events have shaped the world that they currently live in. 
• have a further understanding of History on a local level and on a small-scale. 
• develop enquiry skills to pursue their own interests within a topic and further questioning. 
• will have encountered or participated in high-quality visits/visitors to further appreciate the impact of History. 
• retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.