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  • Our personalised curriculum intent is at the forefront of our decisions made about teaching and learning in history.
  • In EYFS, Development Matters objectives are used as endpoints.
  • In KS1 and 2, National Curriculum objectives have been split and allocated to particular year groups.
  • Teachers take the objective (e.g. the Roman Empire and its impact on Britain) and then pick specific topic focuses which reflect our school's personalised intent. These focuses, along with the National Curriculum objectives, form the endpoints which teachers plan towards.
  • History key skills have been personalised to suit our children and to help us achieve our curriculum intent. To do this, the history leadership team adapted two published schemes, and staff worked together to personalise these and add to them.
  • Our history key skills are broadly categorised into the following areas, and each year, these build on each other: questioning, identifying contrasts and themes, chronological understanding, and using sources. Year-on-year, children are given the opportunity to revisit and develop these skills in different contexts.
  • The development of the key skills act as a vehicle to allow our children to move towards the final destination – the endpoints defined by the National Curriculum and the teacher’s specific topic focuses.

  • Key skills and knowledge are revised and used in real-life contexts to help children to make links, following our intent.

  • Development of history-specific vocabulary is integrated into each topic, with clear progression.

  • Our curriculum intent equally prioritises My Place in the World and Enrichment along with the National Curriculum objectives; and within history, these three areas work together to provide the best learning opportunities and development of cultural capital for our children.

  • When planning, teachers structure and sequence their lessons with the endpoints in mind. Activities are carefully planned to enable pupils to develop their key skills and knowledge.



Behind the scenes

  • Subject development teams take responsibility for a curriculum area. Their job is to:
    • Raise the profile of the subject in the school.
    • Know about the standards in their subject throughout the school in terms of pupil attainment and quality of teaching and learning.
    • Use their knowledge of standards to recognise how the subject fits into the bigger picture of school improvement.
    • Plan for and implement subject improvement.
    • Moderate teachers' judgements regarding attainment.
    • Take and provide CPD opportunities.
  • Pupils' attainment in history is reported at the end of each year. Teachers use pupils' work and their knowledge about each child to make an assessment.
  • Teachers' judgements regarding attainment are based on how well each child has achieved the key skills, along with the knowledge and understanding shown in books, and the teacher’s professional judgement.



In a history lesson, you will see:

  • Activities designed to help children remember and reactivate previous learning as part of a sequence.
  • Development of vocabulary.
  • Aspects of our personalised curriculum intent.
  • Development of cultural capital.
  • Working from or towards enrichment activities (e.g. trips, visitors, special days, etc.)
  • My Place in the World – development of the whole child.
  • Development of subject-specific skills and acquisition of knowledge of a theme, working towards an endpoint.