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Our intention in History is to encourage and assist all children to develop a critical understanding of time and an awareness of change. Children begin to understand that what happens and has happened in the world has an impact on their own lives. Pupils are encouraged to ask perceptive questions about the past, to think critically and to consider evidence from a range of sources. Through this our pupils gain a sense of their own identity within a social, political, cultural and economic background.
Our History Curriculum is knowledge and skills based, and is carefully planned to ensure progression of both across the school. Where possible History is linked to an overarching topic, but any topic links are purposeful and engaging. Some skills are taught more discretely, to ensure a full coverage of the National Curriculum objectives. The long term plan is reviewed annually to ensure we are reflecting the needs and cultural capital of the pupils. The sequence of learning across the school moves from History within the child’s living memory to recent historical events, and then gradually beyond living memory. Local links are made to build on children’s prior knowledge and to establish foundations for future learning.
Our Golden Thread is “How people lived”, to give pupils an anchor point for all of their learning and to gain an understanding of important figures from the past, and also the impact of historical change on society. A range of sources are used to develop pupils understanding and knowledge. The use of photographs, artefacts, written materials, ICT based materials, data and TV/film extracts supports and enhance the learning for our pupils. Fieldwork and visits are a purposeful and integral part of the curriculum, and enable the children to embed their History and Geography learning within the context of their own lives and their own localities. Through this children can contextualise their historical learning, and can anchor their knowledge to real life experiences. An example is the Year 2 trip to Warwick Castle which enables them to place their abstract historical learning into a concrete context. Pupils work in a variety of contexts – individually, in groups and as a class. They present their knowledge and understanding in a variety of ways (for example, through drama, debate and various writing styles). Oracy Oracy is a key focus within the History curriculum, to develop Literacy skills across the curriculum and to establish pupils as eloquent and reflective historians. Key words are highlighted for all of the key areas and each year group, to ensure progressive and aspirational subject specific vocabulary. SEND We believe that every child should be respected as an individual and has the right to learn and develop their talents and abilities (Article 29). We adapt the curriculum and supply resources to suit pupil’s individual needs, including; social, emotional and mental health, physical, sensory and cognitive, so that every child can access the curriculum and further their learning. Children with complex needs including children with autism and social communication needs access the curriculum at their own level of personal development. This may not follow the continuum due to their individual learning profile, therefore they may not necessarily access all aspects of the progression map in order. For example, in reading, a child may be able to read complex texts, but not have the comprehension skills to match. The individual needs of all children will be accounted for in the provision and teaching and learning. |
