"We are made by History." Martin Luther King, Jnr.
Here at Ropsley we flourish as Historians because:
Our History curriculum is designed to equip ALL children with the skills of enquiry, research and critical thinking; enabling them to flourish as they dive deeply into the diverse history of the world around us. We strive for children to develop a life-long enthusiasm for acquiring knowledge, as well as an understanding of how the past has shaped lives, in a personal, local, national and global context.
We do this by ensuring our curriculum is inspiring, engaging and inclusive for all; providing practical, innovative activities and a range of resources that bring history to life, and instil in our children a curiosity and the desire to know more. We value the rich experience that trips, visitors, and experience days provide, and we recognise the importance of finding out about history in a range of ways: using non-fictional and fictional accounts, real life sources from our community and a range of media’s (e.g. photos and videos).
We celebrate our children as informed researchers, who can gather facts and opinions about the past, to make judgements and gain a historical perspective as their knowledge increases.
History lessons are taught using the skills progression map and includes the following elements: Chronology, Historical terms, Enquiry, Interpretation, Continuity and Change, Causes and Consequences, Similarities and Differences, Significance.
All lessons build on prior learning and teachers support all children to learn and remember more through:
Use of the progression map to ensure that pupils have access to lessons which have a clear structure which builds on skills taught in the previous year.
Use of knowledge organisers which outline sticky learning, including vocabulary, all children must master.
Support for children with SEND through a multi sensory approach which builds on preferred learning styles, as well as the use of innovative activities which bring the subject to life and are accessible for all through differentiation.
Time given in each new topic for understanding when the event occurred in relation to other events.
Opportunities to apply basic skills taught in other subjects, i.e. use of number, persuasive texts, research etc.
Specialist vocabulary for topics taught and built up.
Class trips and visitors/experience days to support the teaching of topics.
Emphasis is placed on using and examining historical artefacts and primary sources where possible and teachers value the importance of stories in history teaching and regard this as an important way of stimulating interest in the past. Use of library loans boxes to provide artefacts.
There is a clear over-arching sequence to the history learning.
Well-structured, relevant and focused classroom activities are provided – involving interaction and dialogue between teacher and pupils and between pupils themselves.