Statement of intent 

At Lawford Primary School, we aim to inspire and empower our students to develop a deep appreciation for the past, to become inquisitive learners, and to cultivate a set of skills and values that extend beyond the classroom. Our History curriculum is designed to be a journey of exploration and discovery, with each topic taught revolving around an open-ended, thought provoking enquiry question. As our pupils progress as historians and develop their knowledge of the past, they will develop the enquiry skills required to ask perceptive questions; the analysis skills needed to think critically and evaluate source-based evidence; and the problem-solving skills necessary for them to build their own judgements on past events and people. We aim to guide our pupils in understanding the sequencing of events, developments, and eras, enabling them to make connections between different periods in history. Through an engaging curriculum, our pupils will understand the complexity of people’s lives; the process of change; the diversity of societies and relationships between different groups from a global perspective; and how the events of the past have shaped our own lives. We value the importance of teaching history through a lens of inclusivity and diversity. Our curriculum is designed to reflect a broad spectrum of voices and experiences, acknowledging the contributions of people from diverse backgrounds. 

At Lawford, we aim to use social history as a way of accessing the people and events of the past, so that children can use their skills of understanding people and societies learned in subjects such as RE and PSHE to foster 
empathy for the experiences of individuals in the past but also to gain further insight when studying sources in history lessons. Our History curriculum intends to create a stimulating environment which provides opportunities and experiences for our pupils. As historians, our pupils engage with a range of source material and participate in experience days, trips and visitor-led sessions. In History lessons, we motivate, engage and challenge our pupils to think for themselves, to make their own judgements and form their own opinions about the past grounded in source-based evidence. Our aim is to promote analysis and problem-solving skills, as well as the ability to form opinions and provide reasons for these. These transferable skills will serve them not only in their endeavours as historians, but also in their everyday lives.

Implementation: 

• At Lawford, History topics are taught in every year group in accordance with the National Curriculum. History is taught in alternating half terms or terms with Geography 
• being taught in between. This approach ensures that pupils have a well-rounded understanding of both subjects, fostering a multi-disciplinary perspective of the world and its history. 
•  Topics are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth. 
•  Children are made very much aware that they are learning the subject of History, and are learning how to use key historical skills. 
• Every year group will build upon the knowledge and skills learned prior therefore developing depth of understanding and progression of skills. 
• Learning for the topic revolves around an open-ended, thought-provoking enquiry question. Learning objectives can be related back to this line of enquiry, with each lesson contributing a fresh idea or opinion to this. 
• KL grids are used to discuss and assess prior knowledge against new understanding. 
• Children use analytical skills and critical thinking when looking at source-based evidence. They ask their own questions about the past and undertake independent research to answer these. 
• Effective use of experience days, educational visits and visitors are planned, to enrich and enhance the pupils’ learning experiences within the History curriculum. 
• Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed. This includes a focus on keywords used by the children, checking these are used in the correct context. 
• Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed. This includes a modelling of source analysis, research methods, use of timelines and identifying anachronisms. 
• Through using a range of assessment tools, personalisation is facilitated by teachers, to ensure that each pupil, including children with SEND, can access the History curriculum. 
• We acknowledge, celebrate and use diverse perspectives when teaching and learning about the past. We acknowledge the contributions of people from various backgrounds and demographics. 
• We regularly evaluate the effectiveness of our curriculum and teaching methods, making the adjustments needed to ensure we are delivering the highest quality of history education to our pupils.