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At Hillyfield Primary Academy, history informs pupils' views of the world they live in and develops them into active members of their local and global communities. Our pupils should leave each lesson, units of study, school year and key stage with a curiosity and passion of how the past has shaped the world they live in today. Students will develop a well-rounded knowledge of the past and its events, with the intention to improve every students’ cultural capital, understanding of the world around them and their own heritage. 

Knowledge, skills, National Curriculum objectives and key vocabulary are clearly set out in the history progression plan as well as year group medium term plans. Opportunities for enrichment of the subject and intentions to improve pupils’ cultural capital are evident through: visitors and parental involvement, trips, wider reading, cross curricular links, first hand experiences etc. which are explicitly planned for. Our progressive curriculum is crucial for all learners in all key stages, with careful consideration given to vulnerable pupil groups and our pupils with special educational needs and/or disabilities. Diversity and inclusion is embedded throughout the pupil's learning so they have the opportunity to understand multiple perspectives of local and global events and issues through enquiry questions such as, “How should we remember the British Empire today?”.

Pupils gain knowledge and the skills required to and apply this through an exploration of a termly history topic presented as an enquiry question. For example, in EYFS and  KS1 pupils learn about Walthamstow and London’s history which is built upon in Year 3 with their study of Britain from Stone Age to the Anglo Saxons. UPKS2 then looks at a global perspective of history exploring concepts such as empire, democracy and war throughout periods of history. This sequences a chronological narrative for pupils to explore the disciplinary history concepts of: cause and consequence, sources and interpretations, similarity and difference and change. Local history is embedded throughout and pupils have the opportunity to go on local history trips and workshops to bring this learning to life, and through whole school events such as Local History Month. 


At Hillyfield, each history topic is launched with an exciting hook to ensure that the children are excited and motivated in their learning. During this hook lesson, which could involve: working to uncover artefacts, experiencing visitor talks and workshops or drawing some Stone Age art, the children begin their journey in starting to think about their overarching enquiry question (displayed on the working wall) , as well as considering what they already know, and what they would like to find out. Lessons resources are supported through ‘Keystage history,’ which provides teachers with outstanding supporting documents to deliver excellent lessons.  This gives teachers a baseline on what the children know so that they can adapt their planning accordingly.

Over the course of a history topic, lessons follow a mapped progression of enquiry lessons each week, which lead to them completing an assessment piece answering their overarching enquiry question. Knowledge from each topic is complemented by relevant non-fiction (which are stocked in the school library) and when appropriate, core linked texts to the children’s writing purpose. This deeper learning and transferable skills are consolidated through our writing across the curriculum links. 

As history is taught weekly, children recall their knowledge and skills through recap quizzes which supports the retention of knowledge to the long term memory. Lessons are purposely developed as accessible to all learners, with focus on oracy and debate (through school Debatemate training) as well as source analysis. Furthermore, learning is supported with knowledge organisers which supports pupils to focus on building the historical skills - particular chronology and vocabulary which are an integral part of children's history journey. Key vocabulary is carefully chosen from the progression documents and displayed on the children’s working walls to regularly support knowledge retention and retrieval, as is a timeline of key events throughout History. 

History topics conclude with a ‘Fantastic Finish’ where pupil outcomes are celebrated and shared with parents, peers and the wider community through a range of exciting ways. Teachers identify potential misconceptions and take measures to address these for the next history topic. Teachers continuously assess children’s progress in history through questioning, observing and checking understanding. 


The impact of our History curriculum at Hillyfield Primary Academy is measured through our “Fantastic Finishes”. These are end of unit assessments that children do every half term so that teachers can identify strengths and misconceptions to address in the next term of history. 
Through our curriculum, pupils learn to think like a historian; ask perceptive questions and evaluate evidence. In order to ensure our intent has been met, we assess topics through:
Formative and ongoing assessment:
Recap quizzes weekly to identify misconceptions
Interviewing the pupils about their learning (pupil voice) - oracy shows they are able to retain their learning through learning links and starters in lessons. 
Positive learning attitude - children enjoy their lessons greatly  due to the rich variety of learning opportunities, and this has impacted on the overall outcome of the school.
Moderation where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their children’s work.
Sharing good practice in staff meetings and via whole school email
Marking of written work in books against the schools marking policy.
Trialling formal assessment methods as a school, use of low stake quizzes and fantastic finishes currently. 
Focus on oracy - History has promoted oracy through constant discussion and debate, group work and presentation opportunities. 
Outcomes in reading and writing significantly above national average - History impacts on this through opportunities to read and write throughout the curriculum, as well as students being encouraged to go away and research and present their own projects at home half termly. 


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