Sept 2019 - 96.9% Oct 2019 - 96.7%
Sept 2019 - Rec AG 99% Oct 2019 - Y6LM 98.6%
At Amberley teachers strive to promote curiosity and a love of learning about the past. We believe that exploring History makes a valuable contribution to the children's understanding of all aspects of life, giving a sense of pride, identity and heritage. We have designed a thematic approach to the curriculum to empower every child with the knowledge, understanding and skills to become young historians. By following the National Curriculum we aim to equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
As detailed in our overall curriculum intent, the teaching of History at Amberley embraces all three of our core values: nurturing, innovation and aspiration. By focussing on these three key priorities at the heart our curriculum we believe our children will be ready to successfully meet the challenges of the next stages of their education.
Our History curriculum is organised to ensure breadth, balance, continuity and progression in topics across the school. We believe that it is essential to engage our pupils with relevant, exciting and challenging learning topics. Whilst gaining historical knowledge within these topics pupils will use and build upon: prior knowledge; understand how British values relate to History; continually gain a range and depth of historical knowledge and chronological understanding and develop the skills to appropriately use research and sources to consider historical information.
Within the EYFS History is integral to the Early Learning Goal of Understanding the World where pupils are encouraged and supported to ‘talk about past and present events in their own lives and in the lives of family members’. In addition, pupils learn about ‘similarities and differences’ in relation to ‘objects’ and ‘talk about changes’ they observe. Within the EYFS an awareness of the concepts, vocabulary and key terms of History is encouraged through planned purposeful play and through a mix of adult led and child initiated activity.
In Key Stage 1 and 2 our subject content is taught in sequence from the National Curriculum and is outlined in the topic overview. Topics are explored during a half/full term and are informed by a detailed medium term plan. Each medium term plan identifies a learning hook, learning intent, implementation, impact, vocabulary, cross curricular links and National Curriculum objectives. Alongside those plans, knowledge organisers are used for each topic as a reference to support children in remembering key information and vocabulary, enabling them to apply it in a range of contexts. Knowledge organisers also inform, support and include parents in their children’s learning- reinforcing the value of History. Visits and visitors allow all children to experience learning beyond the classroom and enrich knowledge. We are proud to have been presented with 'The Local Heritage School award'. To achieve this award our Year 5 classes explored 'How much heritage is on our doorstep?' with a predominant focus on George Stephenson and Victorian Killingworth.
At Amberley a key aim is for all pupils to develop as young historians and we achieve this by recognising and planning for what becoming better at History entails. We believe this is a progressive step and we endeavour to do this by challenging and supporting our pupils to work historically in a more rigorous manner as they progress through the school. To enable this to happen we have established an outcomes driven curriculum which recognises the crucial importance of identifying not just what we want our pupils to know and do in History but also the intellectual outcomes we intend them to achieve through their learning- which are identified within each topic’s medium term plan.
Evidence is drawn from a wide range of sources to inform the assessment process including interaction with pupils during discussions and related questioning, day to day observations, judging the success of individual lessons and the use of post unit assessments. The outcomes of each topic serve to inform the teacher’s developing picture of the knowledge and understanding of each pupil, to plan future learning accordingly and contribute to the summative data input.