Our history curriculum aims to inspire pupil’s curiosity to learn more about the past. We believe that high quality history lessons encourage children to ask perceptive questions, think critically, weigh evidence, and develop their own judgements and opinions. Children gain an understanding of the process of change, the diversity of societies and how past events have shaped our lives now.
History topics are linked to core stories and have a cross curricular approach. Children are taught how to investigate and record their research in interesting and creative ways including; writing, art, drama and ICT. A variety of approaches are used to make the teaching of history engaging, stimulating and fun. Educational trips and visits are often planned; these events inspire the children, bring history topics to life and provide a memorable educational experience.
Children are introduced to the language of history in the Early Years Foundation Stage through discussions about past and present events in their own lives through the area of learning, ‘People and Communities’. At the end of Reception, children are given a level of emerging, expected or exceeding in this area.
In Key Stage One, history is developed through topic work. Our teachers help children to develop an awareness of the past and an understanding of vocabulary related to the passing of time. Children learn about significant individuals and events of the past, and about changes that have occurred within and beyond living memory, both nationally and locally.
Throughout Key Stage Two, children continue to develop a chronologically secure knowledge and understanding of British, local and world history. They address and devise historically valid questions about change, cause, similarity and difference, and significance. Children are encouraged to identify connections, contrasts and trends over time. They are guided to an understanding of how the past is constructed from a range of sources.
Progression in history is assessed through listening to children’s responses to questions, contributions to discussions and by evaluating their written work.