History at Springfield CPS

Vision

At Springfield Community Primary School, we empower our children with a positive learning attitude of “having a go” and “resilience” in mathematics. We encourage children to develop their knowledge and understanding of mathematics and aim for all pupils to enjoy and achieve in mathematics, ultimately becoming confident mathematicians.

Intent

At Springfield, our history curriculum is thoughtfully designed to ensure that children engage with the past in a meaningful way. We believe that the study of history should spark curiosity, foster critical thinking, and provide a solid foundation of knowledge upon which children can build as they progress through their educational journey. Additionally, it should help children to understand the complexity of people’s lives, the process of change, the diversity of societies, and the intricate relationships between different groups, both locally and globally. We aspire for our curriculum to empower children to make connections between past and present, equipping them with the insight necessary to navigate the complexities of the modern world.

Implementation

Implementing our history curriculum effectively is vital to achieving the intended outcomes and fulfilling our vision of engaging and enriching historical education. Each unit in our comprehensive overview is underpinned by rich, substantive historical knowledge paired with ambitious vocabulary while also ensuring that children develop their disciplinary knowledge (historical skills).

  • Substantive Knowledge: This includes detailed information about the past concerning notable people, significant events, important dates and geographical locations that have shaped history.
  • Disciplinary Knowledge: This relates to how historians learn about the past through various methodologies, sources, and types of evidence, and how they construct their understanding of historical narratives.

We aim to create a rich tapestry of historical knowledge, woven together by key concepts, or ‘golden threads’. The ‘golden threads’ that the children will repeatedly revisit throughout their time at Springfield include the following:

Significant
Individuals

Migration

Monarchy

Conflict

Empire

People, Culture
& Society

Advancement
& Progress

Each unit may not include every ‘thread’, but over the course of a year, children will engage with each one multiple times, which is evident from our Long Term Plan. These concepts allow children to connect different periods and events in history, facilitating their understanding of how the past shapes our present and influences the future.

All learning linked to a new history topic starts with teachers activating children’s prior knowledge. The teachers support the children in recalling previous learning and making connections using the ‘golden threads’ and by revisiting key timelines.  As a school, we employ Collins Connected History as our core resource, which not only aligns with the National Curriculum but also encourages learners to explore history through a series of rich enquiries.

In addition to substantive and disciplinary knowledge, children will develop their experiential knowledge through museum visits, handling artefacts, and engaging in fieldwork. We encourage children to recall knowledge deliberately, strengthening their memories and facilitating deeper understanding. Lessons are constructed to encourage links between past learning and new concepts, allowing children to grapple with historical ideas. For instance, when Year 4 studies the Anglo-Saxons, they will draw comparisons with Roman Britain, which they previously explored.

Our teaching is driven by an enquiry-based approach, inspiring children to ask questions and seek answers. Each unit is designed around a central enquiry question, guiding the learning process and ensuring that teaching is purposeful and focused. Our staff have access to comprehensive front sheets for each enquiry, outlining prior learning, subject knowledge, key vocabulary and relevant themes, while incorporating timelines for each of the threads that help contextualise the material.

To cater for diverse learners, including those with Special Educational Needs and Disabilities (SEND), we adopt a flexible approach to planning and teaching. We provide additional support, such as pre-teaching vocabulary, live modelling during lessons, and tailored scaffolding to meet the individual needs of children. This ensures that all learners, regardless of ability, can engage with and enjoy the study of history.

A unique aspect of our history curriculum is our commitment to teaching through narrative. We believe that weaving historical events and concepts into engaging stories captivates children’s imaginations while aiding their understanding. For example, in the Year 2 enquiry, ‘Why did Delia buy a new hat?’, the children learn about why Delia migrated from Ireland and what happened to her as the Titanic started to sink. To complement the topic, children as part of their English lessons focus on ‘Samson’s Titanic Journey’.

Impact

Effective assessment is fundamental to the success of our history curriculum. We utilise both formative and summative assessment strategies to gauge children’s understanding and inform our teaching.

Our approach to formative assessment encompasses a variety of techniques that help us monitor engagement, participation, and understanding in real-time. Effective questioning techniques are employed throughout the teaching process, challenging children to think critically and reflect on their understanding. Open and closed questions, such as “How do you know?” and “What was the impact of…?”, facilitate deeper discussions and insights into children’s grasp of historical concepts and their implications.

Feedback is integral to our assessment process. Constructive verbal feedback is provided continually, enabling children to recognise misconceptions and identify areas for improvement. This ongoing dialogue nurtures historical inquiry skills and encourages children to take ownership of their learning.

The overall impact of our history curriculum is measured through the depth of understanding that children demonstrate over time. By fostering a love of learning and nurturing critical thinking skills, we aim for children to walk away from their time at Springfield with a profound appreciation for History and a toolkit of skills applicable to other learning contexts and life experiences.

At the end of each term, children participate in an end of unit assessment that requires them to respond to the overarching enquiry question. This allows them to showcase their understanding and demonstrate how they can apply their knowledge. Teachers then evaluate children’s work and make judgements based on the evidence of learning accumulated throughout the term, identifying those who meet, exceed, or fall short of expected standards.

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Useful Dates

Visit our Calendar

Feb
11
Tue
all-day Spring Term Swimming
Spring Term Swimming
Feb 11 all-day
Spring Term Swimming
Year 4 will be swimming this term starting on Tuesday 07 January and every Tuesday thereafter until Tuesday 01 April
Feb
12
Wed
3:15 pm Y5 & Y6 Athletics Club
Y5 & Y6 Athletics Club
Feb 12 @ 3:15 pm – 4:00 pm
Y5 & Y6 Athletics Club
from Wednesday 08 January and then every week until Wednesday 12 February
Feb
13
Thu
3:15 pm Y4 Y5 & Y6 Drama Club
Y4 Y5 & Y6 Drama Club
Feb 13 @ 3:15 pm – 4:15 pm
Y4 Y5 & Y6 Drama Club
from Thursday 09 January and then every week until Thursday 13 February
Feb
14
Fri
3:15 pm February Half-Term Holiday
February Half-Term Holiday
Feb 14 @ 3:15 pm
February Half-Term Holiday
School closes Friday 14 February at 3.15pm for the half-term
Feb
24
Mon
8:45 am Back to School
Back to School
Feb 24 @ 8:45 am
Back to School
School opens on Monday 24 February at 8.45am and breakfast club for those who have a place will be open from 8.00am
3:15 pm Choir Rehearsal
Choir Rehearsal
Feb 24 @ 3:15 pm – 4:15 pm
Choir Rehearsal
from Monday 09 September and then every week to the end of the academic year [excluding holidays]

Contact

Oxford Road, Burnley BB11 3HP

Tel: 01282 437277

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