We have ensured that our history curriculum is broad by covering the full range of historical eras set out in the National Curriculum. This has been made relevant to life today by linking to the big questions and issues of contemporary society. To support this, we enrich our students by incorporating a range of artefacts, historical visits and use of multimedia within lessons.
The History curriculum opens children’s eyes to the idea that things have not always been as they are today; develops and nurtures a sense of empathy for people in different situations; encourages children to ask questions that spring from this; and allows them to interact with their learning through a range of media. In this way it develops curiosity, compassion, respect and resilience. In addition, it provides children with a greater sense of place, change and continuity, allowing them to engage with contemporary issues with more understanding, empathy and compassion.
The history curriculum covers content from a range of eras in local, national, global, and thematic contexts. These are linked through sticky concepts to develop children’s inquisitive and analytical skills. Children are then ready to engage with KS3 history curriculum.
This is taught within a 6-weekly topic, twice an academic year, by class teachers. As a school we may celebrate key dates and events across the year as they arise. This includes religious celebrations, Bonfire Night, Remembrance Day and anniversaries.
Subject Policies/PlansHistory strategic document and action plan
Miss Parris & Mr Paciolla
he children develop a love of history and their curiosity about the past. They are able to speak confidently and informatively about the eras and groups they have studied and begin to make comparisons between these eras and develop a sense of Britain’s story and its place in the world. Our children reflect on their learning through their journals and are able to clearly show the depth of their understanding. When participating in pupil interviews, they have been able to confidently speak about their learning; have communicated enthusiastically about trips and cross curricular activities that have helped embed it; and have spoken about identifying with the curriculum, one child, for example, reflecting that it was interesting to learn about the Islamic Empire because she was Muslim and had not learnt about it before.