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History

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History at Birchen Coppice

"The farther backward you can look, the farther forward you are likely to see." 

Winston Churchill

Intent

At Birchen Coppice Primary Academy, we aim to ensure our pupils receive a high-quality history education that will inspire their curiosity to know more about the past. Our curriculum, for all years, has been carefully designed to achieve this and much more. Through the study of history, at Birchen Coppice pupils will develop both their substantive and disciplinary knowledge. They will know and remember more about Britain’s past and that of the wider world through a combination of breadth and depth studies. Each topic will deepen pupils’ knowledge of several types of history including community and culture, conflict and disaster, exploration and invention, hierarchy and power. Our pupils will also be able to do more by writing about the past using historical concepts such as 1. Time, Change, Chronology, 2. Reasons and results, 3. Interpretations, 4. Historical evidence, 5. Significance. Additionally, pupils will learn how to analyse historical sources to make valid claims about the past and determine arguments made within historical interpretations. Enquiry questions are another vital focal point of the teaching of History at Birchen Coppice.

Our curriculum, for all year groups, has also been designed to ensure coverage of the national curriculum for history which aims to ensure that all pupils:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristics of past non-European societies; achievements and follies of mankind.
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • Understand historical concepts such as 1. Time, Change, Chronology, 2. Reasons and results, 3. Interpretations, 4. Historical evidence, 5. Significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses.
  • Understand methods of enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short and long-term timescales.

We have 6 principles that are behind the development of our curriculum and these underpin the principles of this history curriculum.

  • Evidence and expert informed
  • Knowledge and vocabulary rich
  • Coherently planned
  • Inspiring
  • Inclusive
  • Evolving and responsive

 

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Implementation

Our curriculum is designed to consider both the disciplinary and substantive knowledge that pupils require to become historians.

Substantive knowledge … this is the knowledge that is accepted as fact within a subject.

 

Disciplinary knowledge… is a curricular term for what students learn about how that knowledge was established, its degree of certainty and how it continues to be revised by scholars, artists or professional practice. It is the part of the subject where the pupils understand each discipline as a tradition of enquiry with its own distinctive pursuit of truth - CHRISTINE COUNSELL, “TAKING CURRICULUM SERIOUSLY,” IMPACT.

 

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In order to deliver these, the Historical Association recognise five key organising concepts that represent the overarching ideas of the subject.

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These key organising concepts are enhanced by four key ideas that are core to the substantive knowledge we are delivering through our curriculum. These are:-

  • Community & Culture (architecture, art, civilisation, communication, economy, inspiration, myth, nation, religion, settlement, story, trade)
  • Conflict & Disaster (conquest, liberation, occupation, military, peace, plague, surrender, treaty, war, invasion.)
  • Exploration & Invention (discovery, migration, navigation, progress, tools, invasion)
  • Hierarchy & power. (country, democracy, empire, equality, government, law, monarchy, oppression, parliament, peasantry, politics, prejudice, slavery, poverty, protection, tyranny, technological advancement).

Our curriculum is designed to teach pupils these five organising concepts through a range of topics and studies over their time at Birchen Coppice. Furthermore, our curriculum is designed as a ‘spiral’, where the key concepts and organising ideas are revisited with increasing complexity, allowing pupils to revise and build on their previous learning. Cross curricular links are also developed in each unit, therefor allowing our pupils to make connections and apply their skills as a historian.

Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical hands-on, computer-based and collaborative tasks. This variety means that lessons are engaging and appealing. When required, content is scaffolded to ensure that all pupils can access the key learning, as well as providing opportunities to stretch pupils’ learning.

Impact

Our enquiry-based approach to our History Curriculum allows teachers to assess children against the National curriculum expectations. The impact is constantly monitored through both formative and summative assessment opportunities. Each lesson provides teachers with opportunities to assess pupils against the learning objectives. Furthermore, quizzes and at times, more formal assessments, are used to monitor pupil progress against the national curriculum for history. Opportunities for children to present their findings using their skills as a historian, also form part of the assessment process in each topic covered.

As a result of implementing our History Curriculum, our pupils should leave school equipped with a range of skills and knowledge to enable them to study History with confidence at Key Stage 3 and beyond. We hope to shape children into curious and inspired historians with a respect and appreciation for the study of change over time which covers all aspects of human society.

The expected impact of our curriculum is that children will be able to:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

 

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