At Ainsdale St John’s, we are 21st Century historians! We are on a life-long historical journey to become active and responsible learners following the Christian values that Jesus has given us. Through high quality teaching, all our pupils are given rich learning experiences into the many and varied aspects of history to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We believe that our whole school family can “Grow, Develop and Achieve in ALL that we do.” We provide opportunities for our young historians to work creatively and think critically in order to be inspired to find out more about the past. Our children are encouraged to weigh evidence, sift arguments and develop their own perspectives and judgements.
At Ainsdale St John’s, we believe that studying history helps pupils gain the skills needed to become citizens of the 21st century. History helps children understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups. By working collaboratively and communicating clearly together, history will help them understand their own identify and the challenges of their time.
The history curriculum is based on the National Curriculum Programmes of study and has been carefully designed to ensure progression and repetition in terms of embedding key learning, knowledge and skills.
We use resources and planning from a range of sources (including the historical association) to support the teaching of a rich curriculum. Teaching staff aim to provide children with a clear understanding of chronology, encouraging them to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
History is taught discretely and during lessons, teachers aim to develop an understanding that enquiry lies at the heart of history. Children examine sources about the past, raise questions and debate their meaning. Staff also make meaningful links across subjects and link prior knowledge to new knowledge to deepen children’s learning. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.
Teachers use formative assessment in lessons and this informs their short term planning and helps them provide the best possible support for children.
Summative assessments are made at the end of each topic.
Monitoring in history includes: book scrutinies, learning walks, pupil and staff voice. Information gathered is used to gain an accurate understanding of the quality of education in history.