Didsbury Road Primary School

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History

History

Subject leader name: Miss Timbrell

 ‘History is the unlived; relived’

History intent

At Didsbury Road Primary our History curriculum engages and excites children’s natural curiosity and supports the development of key historical knowledge, skills and concepts through the study of British, local and world history. In understanding periods, events and people from the past, our children will gain cultural capital and have a greater appreciation of today’s world and their place within it. The children will establish clear narratives within and across the periods they study and will confidently use progressive vocabulary to share their knowledge gained through their use of historical skills. Pupils will be equipped to ask perceptive questions and think critically in order to judge and evaluate evidence. History at Didsbury Road is ambitious and motivating; ambitious in our coverage of History and sequential teaching of core skills and concepts, and motivating through exciting trips and visitors that give all children an opportunity to explore and question the past.

Teaching and learning in the subject

Orientation - each classroom has a history working wall that displays key vocabulary and learning concepts from the current unit of work and are used as part of children’s learning. Children’s history work is celebrated by being displayed within the school corridors. Resources that are required for each lesson are fully prepared and available beforehand.

 

Prior Knowledge - this is ascertained through the use of quizzes, questioning and the use of ‘Know, want to know’ grids to enable children to have an active participation in their learning. Any gaps in previous learning are identified and incorporated into future planning.

 

Presentation - We have a clear history progression grid and link our history units to prior learning, constantly making connections with the outside world. We learn about significant individuals from the past and the impact they have had on our lives in present. Our lessons are designed to build upon key historical concepts using enquiry questions to drive learning. Children are excited by enriching trips, visitors and ‘WOW’ days and the use of drama and role play.

 

Challenge – Our history Lessons and tasks are designed to challenge pupils’ thinking through the use of enquiry questions to drive learning. Pupils are encouraged to think critically, drawing on their prior learning to discuss and debate historical significance, cause and consequence, study similarities and differences and interpret sources. They will often work in pairs or small groups and learning partners will change frequently. Questioning is used by teachers to encourage the pupils to think more deeply and move their learning on.

 

Feedback - This is precise, timely and often ‘in the moment’. Teachers use direct verbal feedback to address misconceptions to move learning forward. Through group work, children develop their own ‘talk and feedback’ strategies as part of cooperative learning.

 

Repeat - Recall strategies are applied through quizzes and questioning at the start of each history lesson. 

 

Inclusion in History:

See the attached document for adaptive teaching strategies in the areas of:

  • communication and interaction
  • cognition and learning
  • sensory and/or physical
  • social and emotional

What our pupils say about the subject:

'History helps bring the past to life again'

 

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