History

Intent

Through all years, children will gain a coherent and chronologically secure knowledge and understanding of Britain’s past and that of the wider world. We want our children to become historians by being able to think critically in order to ask perceptive questions, consider different evidence and arguments to develop perspective and judgement. We hope that this will allow them to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. By referring to the progression booklets, children will be able to see how they develop these skills on their journey through school.

Implementation

Our History has been design using the skills and content set out it the 2014 National Curriculum. We have chosen to use the Cornerstones topics to allow children to embed their skills through a cross-curricular approach. By the end of their primary education, children will have a chronological understanding of British history from Stone Age to present day. They can draw comparisons and make connections between different time periods and their own lives. Interlinked with this, is the need to look at world history such as the ancient civilisations of Greece and Egypt.

The Early Years Foundation Stage (EYFS) aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. Teachers create engaging and informative teaching and learning opportunities.

Progression booklets will be shared with the children at the beginning of their lesson to enable them to revisit their prior learning, be confident articulating their new learning and see where their learning will take them as they move through school. This will develop a knowledge of the purpose of their learning and where they sit upon their journey.

Impact

In History we create a supportive and collaborative ethos for learning by providing investigative and enquiry-based learning opportunities. Emphasis is placed on analytical thinking which helps children gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We want our children to be curious and ask questions allowing them to learn more about the past. Through this study children become historians by being able to think critically in order to ask perceptive questions, consider different evidence and arguments to develop perspective and judgement. Assessment will take place against ‘I can statements’ at the end of each academic year. This assessment will be against each area of history learning.