History at Brook

Our History Curriculum

Our curriculum has been mapped out over the course of a 2-year cycle, ensuring a progression of skills and knowledge with no gaps nor unnecessary repetition. The coverage includes all necessary learning from the Primary National Curriculum 2014 but goes beyond this, providing further depth and coverage and exploring aspects with greater meaning for the pupils at Brook.

Our curriculum can be found here.

Our curriculum provides regular opportunities for deeper learning through enrichment activities. Links are made to British Values as well as aspects of Religion and Culture. Diversity and Equality play a huge role in our Curriculum.

Our pupils have the opportunity to engage with a broad but deep programme for Historical learning. Our curriculum enables all learners to learn well and build their knowledge and skills sequentially, using their prior learning as a foundation for their next steps. Our pupils enjoy the well-chosen specific topics and themes and these themes provide meaningful learning. This contributes to their ability to know and remember more about their lessons and topics. Our curriculum provides our pupils with repeated encounters of historical concepts, giving our pupils a clear understanding of their learning and how it links to previous learning.

1. We use our very own bespoke sequenced and progressive curriculum to teach history.

2.Our History curriculum starts in our Early Years. Our pupils learn aspects of history through the Development Matters curriculum but also through our own additions to this, ensuring pupils know what they need to know in the Early Years so they can access the next steps in KS1. Each unit has been written to be progressive across a teaching sequence as well as over the Key Stage and throughout primary school.

3.We use key disciplinary concepts, which reoccur across key stages, to support the progression of knowledge and skills.

4.We use our own key substantive concepts, which are mapped out progressively and sequenced to enable pupils to build on what they already know

5.We implement our history curriculum consistently in each class, ensuring learning is progressive and enables children to know and remember more.

6.We use carefully planned retrieval tasks to ensure children remember their learning both during the unit as well as a year later to revisit learning.

7.We use composite knowledge tasks to accurately assess learning against our set end points at the end of each unit and act upon our assessment information to ensure all children have learnt what they need to learn.

Our Vision for History:

•For our pupils to enter their secondary education ready and prepared for the next stage in their historical learning through the acquisition of good enquiry skills and knowledge.

•For our pupils to have a thirst for continued learning in school and an inquisitive, curious mind to serve them beyond education.

•For our pupils to understand their place in our changing world as well as the place of others in our world leading pupils to have a deep knowledge of diversity, fairness, poverty and equality as well as a thorough understanding of how our values of care, courage and creativity can be applied to aspects of history and serve to challenge worldwide issues in the present day.

Our Concepts:

Every class will study historical themes and topics that allow them to develop their understanding of historical skills and how historians study the past through applying disciplinary knowledge to specific examples. Children will learn: how historians make judgments about why an event occurred, or the consequences of an event (cause and consequence); how historians make judgments about the extent, nature or pace of change across time (continuity and change); how historians make judgments about the extent of similarity and difference within or between groups, places or societies in the same time period (similarity and difference); how historians and others ascribe significance to historical people or events (Historical significance); how historians use sources to make claims about the past (sources and evidence); and how and why historical interpretations are different (Historical interpretations). Children build up their ability to use the range of these skills to study specific examples of how historians have analysed past events and constructed their accounts of the past. We use carefully-constructed enquiry questions during our lessons to help situate these skills in a given historical context and support children to develop increasingly complex applications of these disciplinary concepts.

Throughout our curriculum, pupils will learn across our substantive historical concepts: Civilisation, Class, Parliament, Empire, Trade, Farming. We make links through our ‘echoes and ripples’ looking back at prior learning and looking forward to future learning, using the concepts to support our learning over time and enabling us to make links, which helps us to remember what we have learnt.

Teaching and Assessment:

At the start of each year, pupils will have an overview of learning for the year ahead. This will go in to books and can be used a reference for learning and concepts.

Each unit has a carefully mapped plan.

At the start of a new term, in the first lesson, teachers will begin with planned retrieval tasks on unit previously taught (Echoes). These come under two categories:

1)Long-term retrieval – this will be a retrieval task based on a unit taught around a year previously.

2)Medium-term retrieval – this will be based on the last taught unit.

Teachers will also lead a ‘concept review,’ using the ‘Echoes and Ripples’ document to share with the pupils the substantive concepts which will arise in the new unit and where the pupils have previously learnt the concepts. Teachers will remind the pupils of what the concepts mean and how they might relate to the new unit.

For the next four lessons, teachers will follow the unit plan, using the enquiry-based questions and ensuring they teach what is listed on the plan. Teachers will plan their lessons based on the learning on the plan but can choose how to teach the learning.

At the start of the 2nd, 3rd and 4th lessons, teachers will start each lesson with a short-term retrieval task which reviews learning from the previous lesson.

At the end of the unit, for lesson 5, teachers must plan a composite knowledge task to assess learning from the unit against the end points identified on the plan. The assessment information gathered from this task is recorded and shared with senior leaders and the next teacher. Teachers will plan to re-teach any areas required with pupils who have not met the end points.

Teachers will also plan the key vocabulary that needs to be taught across the unit.

Intervention and support for the lowest 20%:

•We recognise that not all children make progress at the same rates. We keep children with the main group for their lessons and to provide additional support outside of lessons to enable them to consolidate and catch up. Content will be delivered at a suitable pace for the child(ren) as their progression through the curriculum may be slower than their peers.

•Where additional support is needed, it follows the same progression and principles as the mainstream programme but with instruction that is broken down into carefully structured, small and cumulative steps to provide the important knowledge children need to consolidate.

•We provide materials that: limit distraction; are clear, linear and easy to follow; and are age-appropriate.

•Children who do not meet unit end points, will be provided with further teacher to enable them to keep up with their peers and access the next stage of learning.

Welcome to Brook!
We have spaces available for Reception September 2024!
We also have spaces in other year groups.
If you are considering Brook, we would be delighted to show you around.
We are a 'good' school with 'outstanding' leadership and, in May 2023, Ofsted found that:

“Children in Early Years are flourishing.”

“Pupils are thriving.”

“Happiness permeates the school.”

Contact us to book a tour or a 'stay and play' session.