Intent -

Our young historians begin their journey in the Foundation Stage, where they are provided with experiences in which enable them to develop skills of enquiry and critical thinking. By providing the children with the opportunity to discuss changes in their own lives and the lives of others, we set the foundations of chronology. This stimulates children with a curiosity to learn about lives of others beyond their living memory.

As the children progress into Key Stage 1, the foundations developed in the Early Years are built upon.  The rich culture of our city is injected into our curriculum, which in turn provides children with a sense of identity and an understanding of their own locality. We provide the children with opportunity to develop an understanding of how past events have influenced life today. The children learn about events which are significant both nationally and globally and how the achievements of individuals has had a significant impact on people in the past and the present day. We ask questions about changes which have happened in our lifetime and through a series of drama workshops, field trips and engaging lessons, our children develop a thirst for learning!

Implementation -

The starting point of the curriculum design for History is the content outlined in the National Curriculum Programme of Study. We have developed a curriculum which provides children with understanding of both local and national historical events. Children are provided with challenge and the progression of skills ensures that children are equipped with the skills needed to think critically, ask questions and conduct their own research. As the children progress through Early Years and KS1, their prior learning is revisited and comparisons are made. By the end of Key Stage 1, children will have an excellent understanding of chronology and be able to make links between the topics that they are taught.

Impact -

History is assessed in a variety of ways to check children’s knowledge and understanding. Activities are planned to be accessible to all children, taking into account different abilities and learning styles. Children are encouraged to conduct research, make predictions and discuss ideas. Learning is recorded in a number of ways. For example, children express what they have learnt through art, role play, writing and drama. 

Monitoring in history includes scrutinising work books, lesson observations and learning walks. Pupil voice is considered through interviews and questionnaires.