At Villa Real School we shape our history curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of historical concepts, knowledge and skills; and for the pupils to study life in the past.
We aim for a high quality history curriculum which should inspire in pupils a curiosity and fascination about the Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
Pupils/students on pathway 2 follow a sensory curriculum. They explore historical skills and understanding through a range of sensory activities bespoke to their individual needs.
Pupils/students on pathway 3/4 access History as part of their formal curriculum.
Early Years Foundation Stage
History is offered as a part of the curriculum throughout all stages within Villa Real School including EYFS and 14-19 provision.
In EYFS we follow the Early Years Development Journal where History skills are explored in the area of ‘Thinking’. Pupils will engage with activities to build foundations linked to historical skills and understanding. This journal is linked to ‘Development Matters’ and the Early Years Statutory Framework where History is part of ‘Understanding the World’.
Key Stages One and Two
History takes on more of a formal lesson structure when moving onto Key Stages One and Two and the National Curriculum principles and guidelines are adhered to. History is taught on a weekly basis and follows a 4-year curriculum overview of topics e.g. Ancient Greece or Great Britons!
Key Stage One pupils begin by exploring their own lives and the lives of familiar adults. They then begin to study significant people from the past followed by an area of local history.
Key Stage Two pupils then enhance this knowledge further by building a greater chronological knowledge of Britain as well as studying the history of Ancient Civilisations. Pupils will also explore how history has shaped our local area.
Key Stage Three
Key Stage 3 pupils follow the National Curriculum principles and guidelines for History. History is taught on a weekly basis and follows a 4-year curriculum overview of topics. Curriculum should build on prior knowledge and skills developed in prior key stages.
Students in the 14-19 provision study History on a weekly basis. The curriculum uses the National Curriculum as a benchmark which is extended to meet the needs of all students.
Students follow a rolling programme of accreditation. This includes ASDAN Short Course, ASDAN Towards Independence and NCFE Entry Level 3 Occupational studies.
History is taught as a discrete subject. Pupils/students work at their own pace, at a level suitable to each pupil/student. Main methods of delivery are kinaesthetic with visual and auditory prompts, to support learning and progression in a safe and controlled environment.
Within History lessons, students will be encouraged to develop their historical skills and understanding. All lessons are individualised and personalised to the students’ needs and abilities. All students have access to high quality resources to enhance their learning.
As our pupils/students find the concept of time and chronology challenging, pupils/students will revisit key language and concepts throughout their learning to strengthen recall and memory. Chronology is taught in practical ways to ensure pupils/students develop a robust understanding and to make the concept as concrete as possible.
The curriculum is mapped via a progression model to develop knowledge, skills and understanding, however in rare cases some complex pupils including those with degenerative conditions, may have planning which aims to sustain.
Formative assessment is in the form of quick quizzes, recalling knowledge and skills developed in previous lessons and displaying understanding of key vocabulary and concepts.
Progress of all pupils and students is monitored using B Squared and judged on individual targets as part of our holistic REAL assessment method.
The History Coordinator monitors the planning, participates in regular learning walks and work scrutinies, and moderates’ pupil work giving feedback to class teachers each term. The subject coordinator aims to meet with other history teachers across County Durham to look at work from pupils/students in different schools and moderate work together.