History

We have invested considerable thought into our curriculum to guarantee that children are not only engaged in their units of study but also see the purpose and relevance of their learning to their own lives. We introduce history in Reception by exploring the changes within children’s own families. This approach utilises photographs as sources of evidence, allowing children to review their learning throughout the year and to introduce the concept of past and present. Recognising that the idea of history can be rather abstract for young learners, we begin with recent, memorable changes before delving into wider, significant historical events. (So, to) In Year 1, children investigate the toys that different generations of their families have played with, emphasising how and why these changes have occurred over a relatively short period. This exploration not only generates interest but also connects children personally to the subject. It is only once the concept of history and the passing of time has been established, that we introduce more abstract and unknown periods in history.

Whilst we have incorporated local history units in both Key Stage 1 and 2, our curriculum also makes meaningful local historical links, alongside personal links, across various units. This contextualisation helps make learning more relevant for our children, allowing them to relate their historical studies to their own environment.

Our approach promotes a knowledge-engaged curriculum, where substantive knowledge is intricately linked with disciplinary skills in each lesson. These skills are strategically planned out across the curriculum to ensure comprehensive coverage and progression. As children advance through our history curriculum, they steadily develop their understanding and capabilities and skills such as interpretation of evidence, enquiry, and communication and organisation of information.

Each unit revolves around a central broad question, which is then unpicked through smaller enquiry questions. This incremental approach ensures that children build their substantive knowledge progressively, allowing them to develop a robust understanding of each unit, as well as an understanding of chronology and how the world changes over time.

Across Key Stage 2, our units are organised chronologically to enhance children's comprehension of time and historical context. Each year group studies one British and one world history unit, with local links made wherever appropriate. We encourage them to identify similarities and differences in human experiences across time and place.

Ultimately, our goal is for children to develop a strong sense of their place in the world and to appreciate the expansive narrative of human development.