History

We are not makers of History.  We are made by History." (Martin Luther King Jr.)

 

We recognise the importance of a high-quality history education, from Early Years to Key Stage 2, that helps children gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Children’s curiosity to know more about the past is inspired. As our children progress, they are equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through our curriculum, history stops being something that happened in the past and becomes something important to them today. Children are helped 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.

 

Our children’s learning journeys in history begin in the Early Years and the design of our history curriculum reflects this and signposts progression in knowledge and skills from here through to Year 6. In this phase, children’s early history experiences are captured within the specific area of learning and development entitled Understanding the World and specifically the Past and Present Early Learning Goal. We establish meaningful relationships with each individual child to create strong foundations which allow them to feel safe, secure and included in their school environment. Through carefully planned opportunities, we provide each child with meaningful experiences which enrich their cultural capital. Using our increasingly deep knowledge and understanding of the children, we create equal opportunities enabling them to evolve into explorers, active learners, and critical thinkers. 

 

Captured in long and medium term planning, we draw upon statutory guidance and non statutory guidance (Development Matters 2021) to ensure teaching and learning is planned for and enacted in an age appropriate way that identifies and responds to each unique child’s individual developmental milestones - also guided by our school’s unique identity and local context.  An experiential learning environment, combined with focussed teaching and basic skills, ensures that firm foundations are laid in a positive and long lasting way, so that children make rapid progress before moving into Year 1 where their learning experiences in history are planned for using the key stage one national curriculum. 

 

We have carefully sequenced units of learning within and across year groups.  Our decision making process involved several points.  Fundamentally, our sequencing decisions demonstrate our recognition of the importance of children developing a secure understanding of each unit in order to progress to the next.  Furthermore, sequencing decisions are informed by our intention for children to know and understand the history of the United Kingdom, including how Britain has influenced and been influenced by the wider world, as a coherent, chronological narrative. Therefore, in Key Stage 1, we start at the most recent time period, which additionally is most relatable for the children. By the end of Year 1, they look at the dinosaurs to provide the basis to build upon chronology throughout the rest of their time at school.

 

In KS2, we start with a unit about London studying local history where children go on a whistle stop tour of how London changed throughout the ages to provide some knowledge to retrieve when learning throughout KS2. British history is then sequenced chronologically from the Stone Age to modern day, with links to history of the local area. Children’s local, national, and global history studies are designed to reflect a range of cultures, social groups and people to mirror and broaden children’s experiences and actively encourage anti-racism and discourage discrimination.  Throughout KS2, children also study a different civilisation from around the world to develop their understanding of global history and to allow for comparisons of the achievements of different cultural groups and the impact of these achievements on world history.