Intent

The aim of our history curriculum is to:

• Develop historical enquiry skills so that children can ask questions, evaluate information and think critically.
• Develop an understanding of different historical periods and events and the lives of people who lived in the past, making comparisons between these.
• Develop a sense of chronology and appreciation of children’s historical heritage.
• Learn to evaluate sources and connect information from different sources to build a bigger picture, appreciating that interpretations may differ.
• Develop children’s understanding of process of change over time and how history has influenced our lives today.

How does our History curriculum link with our school values?

 We develop respect and tolerance for others by learning about different places, times and cultures.

 We challenge ourselves to know and remember more about the past and how it has shaped our present.

 We learn about the past in order to learn more about ourselves: we develop compassion in this way.

 We think critically about what we can learn from history and what happened in the past.

What do the children need to learn in History?

History in EYFS

History in Early Years Foundation Stage (EYFS) is integrated into the 'understanding the world' area of learning, focusing on developing children's understanding of past and present, change over time, and key vocabulary related to time. Educators facilitate this by discussing personal and family events, using time-related language like "yesterday" and "then," and observing changes in routines, the environment, and photographs. Practical activities such as growing plants, visiting local historical sites, and exploring objects or images from the past help children grasp the concept of time and historical differences. 

Key stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

Pupils should be taught about: 

• Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life 

• Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

• The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

• Significant historical events, people and places in their own locality. 

Key Stage 2

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Pupils should be taught about:

• Changes in Britain from the Stone Age to the Iron Age 

• The Roman Empire and its impact on Britain

• Britain’s settlement by Anglo-Saxons and Scots 

• The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor 

• A local history study 

• A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 

• The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China.

• Ancient Greece – a study of Greek life and achievements and their influence on the western world 

• A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.