Neville's Cross Primary School

Relly Path, Durham, DH1 4JG

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Home / Curriculum / Neville’s Cross’ Curriculum / Curriculum – History

Curriculum – History

In this section of the website, you will find information about our approach to teaching History at Neville’s Cross.

NX History Policy

What does History look like at Neville’s Cross?

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At Neville’s Cross, our curriculum is designed with either a History or Geography focus as the centre of each project. Within this design, there is at least one local focus because we believe this enables our children to place their learning in context. It is our intent that pupils develop a sense of time and place through a series of coherently planned, sequenced experiences. Each History based project begins with placing the subject on an age appropriate timeline, which references previous learning and historical vocabulary, is explicitly shared to ensure children are equipped with a practical tool kit to be a Historian. Children are proactive in their learning and generate lines of enquiry themselves to be explored alongside National Curriculum coverage. Work with real historical artefacts inspires curiosity and our children benefit from our strong community links as projects include a real visitor or trip to embed the skills of historical enquiry. In Key Stage 2, once children have developed a strong sense of past and present, periods of history are introduced in chronological order as much as possible so periods of history studied in lower Key Stage 2 precede those taught in upper Key Stage 2. Our curriculum is organised on a 2-year roll and carefully planned so that children have opportunities to revisit and review previous learning whilst acquiring new knowledge and skills.

Intent, Implementation and Impact:

  • The Intent provides information on the provision of History.
  • The Implementation provides the subject overview detailing how History is taught.
  • The Impact shows improvements seen as a result of our implementation of History.

Intent

What will take place before teaching in the classroom? 

The school’s senior leadership team will … 

  • Lead the school staff to develop a curriculum intent consistent with school’s drivers and development of all curriculum subjects.  
  • Develop specific History subject intent, which explains our school ethos and curriculum design in detail.  
  • Support subject leader to spend time with staff to share skills.  
  • Provide funding to support high quality implementation of the History curriculum.   

Curriculum leader will ...

  • Understand and articulate the requirements of the curriculum. 
  • Use this knowledge to support staff in the delivery of History.  
  • Ensure skills and knowledge are planned for progressively over time so that children become effective historians.  
  • Develop a long term subject plan which identifies the progression within each phase of knowledge, skills and vocabulary in History.  
  • Support staff to have a full picture of learning in History at each stage, including EYFS so prior knowledge is constantly referenced accurately. 
  • Lead events in school which raise the profile of History as a subject at the heart of the curriculum at Neville’s Cross.  
  • Catalogue and organise an up to date range of resources so children have access to equipment, which supports them to extend their skills as a Historian.  
  • Establish and nurture links within the local community to real Historians or those studying History, to give children aspirations.  
  • Network with other local schools and experts to keep up to date with subject development.

The class teacher will, with the support of the curriculum leader … 

  • Work in teams to develop curriculum skills grids, which outline the knowledge and skills to be covered over the course of each term and share with parents and carers.  
  • Use the long-term subject plan to ensure coverage in lessons is sequential, includes a balance between knowledge and skills and references prior learning. 
  • Seek out the subject leader if they require support or advice.  
  • Ensure lesson resources are engaging, appropriate and plentiful so children can learn knowledge and practise skills across the series of lessons.  
  • Plan experiences, trips and visitors, which both enhance learning and place knowledge into context.  
Implementation

What will this look like in the classroom? 

Our teaching sequence will be …. 

First hand experiences - Begin using children’s personal experience of a personal timeline. In EYFS and KS1, children will relate periods of History studied to their own way of life now.  Projects with a History base will have a visitor or trip to allow children to see and handle real historical artefacts in an environment outside of the classroom. 

Timeline – Begin by placing the period of history studied on the classroom timeline. Over time, this will give children opportunities to sequence and compare to other periods of History studied in the phase. In KS2, periods of study are introduced in chronological order as much as possible.  

Artefacts – Children will handle objects from the past and use them to make comparisons between modern day and also other periods of history they have studied.  

Vocabulary - previous learning and vocabulary is explicitly shared at the beginning of a project and taught systematically in a carefully sequenced series of lessons. 

Our classrooms will… 

  • Provide a nurturing environment for learning where children, whatever their age can work individually, in pairs and cooperate in small groups. 
  • Contain age-appropriate equipment specific to History for children to use and make reference to.  
  • Share a range of age-appropriate nonfiction texts to support previous and current learning in History whilst also extending reading skills.  
  • Have a designated project display including children’s work. 
  • History vocabulary on display alongside timeline which pinpoints learning in History across the phase.  

Our children will be … 

  • Enthused by their learning because coherent learning experiences give them the confidence to reach beyond their grasp. 
  • Engaged by the challenge within lessons to demonstrate their knowledge.  
  • Encourage by specific feedback given by their teacher to reflect on their work and areas to improve.  
  • Nurtured to show confidence in contributing to their learning through sharing thoughts and ideas.  
  • Develop Historical skills and confidence over time due to carefully planned, sequences of high quality lessons over time.  
Impact

How will this be measured? 

Pupil voice will show … 

  • Lead the school staff to develop a curriculum intent consistent with school’s drivers and development of all curriculum subjects.  
  • Develop specific History subject intent, which explains our school ethos and curriculum design in detail.  
  • Support subject leader to spend time with staff to share skills.  
  • Provide funding to support high quality implementation of the History curriculum. 

Displays around school and books will show ...

  • Understand and articulate the requirements of the curriculum. 
  • Use this knowledge to support staff in the delivery of History.  
  • Ensure skills and knowledge are planned for progressively over time so that children become effective historians.  
  • Develop a long term subject plan which identifies the progression within each phase of knowledge, skills and vocabulary in History.  
  • Support staff to have a full picture of learning in History at each stage, including EYFS so prior knowledge is constantly referenced accurately. 
  • Lead events in school which raise the profile of History as a subject at the heart of the curriculum at Neville’s Cross.  
  • Catalogue and organise an up to date range of resources so children have access to equipment, which supports them to extend their skills as a Historian.  
  • Establish and nurture links within the local community to real Historians or those studying History, to give children aspirations.  
  • Network with other local schools and experts to keep up to date with subject development.  

The curriculum leader will … 

  • Work in teams to develop curriculum skills grids, which outline the knowledge and skills to be covered over the course of each term and share with parents and carers.  
  • Use the long-term subject plan to ensure coverage in lessons is sequential, includes a balance between knowledge and skills and references prior learning. 
  • Seek out the subject leader if they require support or advice.  
  • Ensure lesson resources are engaging, appropriate and plentiful so children can learn knowledge and practise skills across the series of lessons.  
  • Plan experiences, trips and visitors, which both enhance learning and place knowledge into context.  

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Bullying Intervention Group

Toilet twinning

Toilet twinning

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Food for life Partnership Bronze

Food for life

Arts Council Artsmark Award

Arts Council England

Healthy School

Healthy School

Local Offer

Neville’s Cross Primary

Copyright © 2021 Neville's Cross Primary School

Relly Path

Durham

DH1 4JG

Tel 0191 384 2249· Email nevillescross@durhamlearning.net



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