Due to the current COVID-19 restrictions, regrettably we are unable to invite parents into school for a tour of Berkswich CE primary and nursery. We understand that choosing the right setting for your child is one of the most important decisions that you will make in your child’s learning journey. With this in mind, we hope to provide you with a range of opportunities to allow you to gain an insight into life as part of our special Berkswich community and the chance to ask questions. We certainly welcome the opportunity to support and reassure you as you organise your child’s first steps into Nursery and Reception. We are offering virtual meetings to provide an opportunity for new parents to meet our headteacher, EYFS leader and teaching staff. This will provide a great opportunity for you to ask questions and find out about our community and learning at Berkswich CE. Your child is a vital part of this process, and so we welcome them to join in with the meeting.
Tuesday 17th November 9am – 10:30am
Tuesday 1st December 3:30- 5:30pm
Tuesday 8th December 9am – 10:30am
Tuesday 19th January 9am– 10:30am
Tuesday 2nd February 3:30—5:30pm
Tuesday 9th March 9am—10:30 am
To book your ten-minute virtual meeting on one of the following days please call the school office on 01785 337360 or send an email to firstname.lastname@example.org
Please visit our admissions page to take a closer look at our Nursery and Reception classes, as well as our admissions arrangements. Thank you.
This policy has due regard to statutory guidance, including, but not limited to, the following:
The intent of the history curriculum
At Berkswich, we strive to inspire our children to become young historians and promote a curiosity and secure understanding about Britain and the wider world’s rich and exciting past.
Our history curriculum breadth is shaped by the drivers that we feel are pertinent to our children’s backgrounds, beliefs and values. We are ambitious with the opportunities that we provide: teachers aim to equip each child with the vital background knowledge required to ask perceptive questions, think critically, weigh evidence sift arguments and to develop perspective and judgement. This ensures that each child, including SEND children, gain the cultural capital they deserve in order to play an integral part of our community.
Our aim is to ensure that by the end of each key stage, children have a long-term memory of a purposeful body of procedural and semantic knowledge. Teachers build a working culture where encouraging children to ask questions and think critically leads children to develop perspective on the process of change. Our students will be able to relate previous learning to their current studies in order for their knowledge of the past to be strong and meaningful.
Through deep questioning and high-quality history subjects, our children will leave Berkswich being able to understand the complexity of people’s lives and the diversity of societies. By effectively communicating their ideas about the past, children will demonstrate their understanding of how the past has helped to shape our world today.
The implementation of the history curriculum
To ensure high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school which enables all children to gain real-life historical experiences. Our history curriculum focuses on knowledge and skills stated in the National Curriculum which provides a framework outlining the knowledge and skills taught in each Key Stage which ensures that all pupils:
Planning in school is structured systematically and has been tailored to the needs of our children using the Chris Quigley History Curriculum Companion: this ensures that units are in line with our school approach of a concept-driven curriculum. Although a unit may have a particular focus, the learning progress is based on the historical concepts: settlements, beliefs, culture and pastimes, location, main events, food and farming, travel and exploration, conflict, society and artefacts. We recognise that these will strengthen the schema as the basis of all historical knowledge.
In Nursery and Reception, all children are taught history as an integral part of the learning covered during the academic year. All historical objectives within the EYFS are underpinned by the objectives of the early learning goals (ELGs). The history curriculum in the EYFS enables children to:
In planning and guiding children’s activities, our teachers constantly reflect on the different ways that children learn and this is seen in their practice. It allows the teaching staff to provide all children with rich historical opportunities through playing, exploring and active learning. Children are continually encouraged to make meaningful connections in their learning.
The needs of our children are met through a range of resources built on the Quigley History Curriculum Companion. The support materials that have been chosen ensure that teachers have full access to expertise when planning; these can maintain the integrity of the history curriculum whereby the children’s historical skills and knowledge remains at the heart of all planning.
Through CPD provided by the history lead and self-learning, teachers are equipped with the necessary subject knowledge.
Teachers know their children’s prior learning, and are mindful of their own end points in relation to the expectations contained in subsequent years. Please see the school website (www.berkswichceprimary.co.uk) for further overviews of the curriculum.
A coherently planned and sequenced set of lessons is taught using our progression of knowledge and skills document which consistently builds on previous understanding to embed key concepts in the long-term memory. This repetitive approach ensures that historical concepts are weaved throughout every year group in order to encourage purposeful repetition to ensure the progressive development of historical concepts, knowledge and skills. Children have opportunities to revisit, apply and extend what they have already covered to ensure that learning is both cumulative and permanent. We believe that this is the best way for children to develop the knowledge and skills needed for mastery of a subject.
Teachers have high expectations of children to use discussion to further learning. Children are increasingly expected to give precise explanations, using technical and historical terminology appropriately. Teachers model this practice, using the correct language within all learning. Each ‘Breadth of Study’ is started with a Knowledge Organiser where children have access to key vocabulary and concepts in order to understand and readily apply their skills in a purposeful context. The promotion of a language rich history curriculum is essential to the successful acquisition of knowledge and understanding in history.
Children regularly access a range of resources to acquire learning through timelines, books, artefacts pictures and photographs. Regular educational historical visits from high school teachers, parents and members of the wider community provide vital opportunities for children to enhance their cultural capital by integrating their knowledge into larger concepts and apply to the real-life world.
Berkswich CE is ambitious for all pupils; challenge is a part of every child’s learning. We provide Greater Depth pupils with the opportunity to extend their historical thinking through planned opportunities to broaden and apply their learning within contexts of increasing complexity. Greater Depth pupils also benefit from providing peer support and articulate their own understanding in order to encourage learning in others.
Roles and responsibilities
The subject leader is responsible for:
The classroom teacher, in collaboration with the subject leader, will ensure that the needs of all children are met by:
The SENDCo is responsible for:
In the school, history is taught both as a discrete lesson and as part of cross-curricular learning. When beneficial to both subjects, the history curriculum will provide opportunities to establish links with other curriculum areas. The integrity of the history curriculum is upheld and furthered through meaningful, purposeful connections.
The impact of our history curriculum
Throughout the year, teachers will plan on-going assessment opportunities in order to gauge whether pupils have achieved the key learning objectives. Teachers constantly assess the children’s understanding, correcting misunderstandings. Teachers are responsive and alter planning accordingly to help children embed and use knowledge fluently and develop interconnected understanding rather than memorise isolated facts within a unit. Formative assessment, which is carried out throughout the year, enables teachers to identify pupils’ understanding of subjects and inform their immediate lesson planning. Summative assessments may also be used at the end of a unit. Teachers will make a judgement about the learning of each pupil in relation to the national curriculum – the outcome of which will be recorded using OTrack (used by school to analyse and act on attainment and progress) and used to inform future planning.
The progress and development of pupils within the EYFS is assessed against the early learning goals outlined in the ‘Statutory framework for the early years foundation stage’. For further information about assessment in EYFS, please visit our Early Years area found via the Learning tab on our school website (www.berkswichceprimary.co.uk).
Assessment will be undertaken in various forms, including the following:
Parents will be informed about their child’s attainment in history during the Summer term every year. This will include information on pupils’ attitudes towards history. Verbal reports can be provided during informal meetings with parents throughout the year. The progress of pupils with SEND will be monitored by the SENDCo.
By the time children leave our school, they will have a deep understanding of Britain’s past and the wider world and they will feel inspired to know more about the past.
This will be evident in our children through:
All pupils will have equal access to the history curriculum. Gender, learning ability, physical ability, ethnicity, linguistic ability and/or cultural circumstances will not impede pupils from accessing history lessons. All efforts will be made to ensure that cultural and gender differences are positively reflected in lessons and the teaching materials used.
The history policy is reviewed bi-annually or sooner if required. A named member of the governing body is briefed to oversee the teaching of history, and meets with the subject leader to review progress. Any changes made to this policy will be communicated to all teaching staff.