History

Context

St Elisabeth’s CE Primary School is situated in the top 25% of deprived areas in England and we work with children who have a limited experience of the wider world. With this in mind, our history curriculum has been designed to help tackle the effects of deprivation, whilst equipping all children with the knowledge and cultural capital they need to succeed in life.

Purpose of Study/ Rationale

(See page 188 and 189 in the National Curriculum)

We intend to provide an ambitious History curriculum which inspires children to show curiosity about the past by asking perceptive questions, thinking critically, assessing evidence and developing clear perspectives and judgements about the past.  We endeavour to open their eyes to the best that has been thought and said and help them to engender an appreciation of human creativity and historical achievements.

Beginning in Early Years, children begin to acknowledge that as they grow they are able to do more for themselves. They show an understanding of themselves and the world around them. The children become increasingly aware of the changes in routine during different times of the day and seasons in the year and that these changes impact what they can do.

Within Key Stage 1, our History curriculum helps our pupils to understand the lives of significant people from the past, as well as events beyond living memory and the process of change and similarities and differences.

We believe that in Key Stage 2 all children will know and understand history as a chronological narrative; from the earliest times to the present day.  Children will continue to understand the process of change, the diversity of societies, relationships between different groups and the cause and effect.

Pupils will become aware of how Britain has influenced and been influenced by the wider world. The History curriculum is designed to develop their historical enquiry, knowledge, understanding and communication. This is progressive from Early Years to Year 6, ensuring children gain an increasingly mature and informed historical perspective on their world.  

Implementation:  History is taught through termly topics. The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have had exposure to learning about ‘Understanding of the World; People and Communities, The World and Technology’ by the end of the academic year. In Key Stage 1 and 2 teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school.  The curriculum will be implemented through developing skills in chronological understanding, historical enquiry, historical interpretation, organisation and communication and understanding events, people and changes. By the end of Year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English sessions enabling further contextual learning.

Impact:  Topic and literacy books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Attainment in and attitude towards historical learning are reported to parents annually. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.