INTENT

At Bracebridge Infant and Nursery school, through EYFS our history focus is on ensuring that the children have the correct vocabulary (academic talk) in order to access the KS1 curriculum, and to help close the vocabulary gap of the children beginning their school life with limited English words.  This is done in line with the EYFS framework, and an enquiry-based model.  In nursery, children will have vocabulary (academic talk) modelled to them constantly, so that by the time they reach reception, they are using this language accurately, naturally and in context, within their own speech.  Our aim is for this to be embedded by the time they leave reception. In EYFS it is our intent that children will develop  their History knowledge through a greater understanding of the world; past and present and people, culture and communities.

In KS1, at Bracebridge Infant and Nursery School, it is our intent that our History curriculum will enable pupils to gain a developing knowledge and understanding of Britain’s past and that of the wider world and inspire pupil’ curiosity to know more about the past. A sense of history is necessary so that we can learn from important episodes and decisions made, in the past. Through History we can appreciate the impact on contemporary society of the diversity of other people and their cultures and language. 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 high quality resources and the use of educational visits and visitors. 

IMPLEMENTATION

Our History curriculum is implemented through a cross-curricular topic based approach to engage and immerse our children within topics which they may have limited experience of.

• Our spiral curriculum is progressive in skills and knowledge with key vocabulary underpinning topics, which is subsequently built upon through topics and year groups.
• Key areas of learning are revisited regularly and links are made within and between topics which supports our children’s learning through spaced repetition and learning flashbacks. 
• Teachers plan a sequential journey of learning using progression grids which are used to support the assessment of children, ensuring appropriate next small steps of learning are planned for.
• Vulnerable groups of learners are supported through appropriate support and stretch challenges based on assessment for learning, to ensure the needs of all learners are met.
• Enrichment opportunities are used to help support the learning of our children, through the use of workshops and visits which help to bring history alive, through the exploration of artefacts and re-enactments of historical events, such as the Great Fire of London as well as seeing historical buildings of significance at first hand.
• Classroom walls reflect the learning journey of the class, highlighting key knowledge and skill development 
• Timelines and key age related progressive vocabulary are displayed in classrooms to support ordering, sequencing , knowledge of chronology and help children gain a plethora of related historical vocabulary to be retained and applied to children's learning.

IMPACT

In EYFS, progress and achievement is recorded on ‘Tapestry’ in line with the EYFS framework.  Through observations, adults will record evidence of children using history related academic vocabulary.  Through talking to the children and observing their learning, leaders will be able to identify the impact of our language-rich history curriculum. 

In KS1, progress and achievement is recorded in the ‘Learning Journey’ which details the key skills for all non-core subjects. The impact and measure of this is to ensure that children are curious about the past and its influences while being equipped with historical skills, knowledge and academic vocabulary that will enable them to be ready for the curriculum at Key Stage 2 and for life as an adult in the wider world. Children will be able to think like historians- knowing more and remembering more whilst applying their knowledge to various aspects of their learning.