History Curriculum statement
The History curriculum at North Marston School is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. Themes are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at North Marston draws from and makes use of the immediate and wider local area, enabling children to develop a deep understanding of the history of their locality, linking with the geography curriculum where appropriate. In line with the national curriculum 2014, the curriculum at North Marston School aims to ensure that all pupils:
• Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past;
• Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement;
• Begin 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.
History is taught in themes through a two year cycle, so that children achieve depth in their learning. The key knowledge and skills that children acquire and develop throughout each area have been mapped to ensure progression between year groups throughout the school. At the beginning of each new history topic, teachers refer to timelines to develop children’s understanding of chronology. Each topic area is introduced with reference to the chronology of previous topics (including those from previous years). Key knowledge is reviewed by the children and rigorously checked and consolidated by the teacher. 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, Rome, Mayans and the Egyptians.
Cross curricular outcomes in history are specifically planned for and these are indicated on the school’s progression mapping. The school’s own context is also considered, with opportunities for visits to places of historical interest and learning outside the classroom also identified and embedded in practice. Visits to the local area and use of local artefacts, also supports contextualised learning, as well as the acquisition of key knowledge and systematic development of key skills.
Planning is informed by and aligned with the National Curriculum. The history curriculum is designed to ensure appropriate diversity in the significant figures that children learn about. Teachers’ cater for the varying needs of all learners, differentiating activities where necessary and as appropriate, and ensuring an appropriate level of challenge. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge.
The Early Years Foundation Stage (EYFS) follows the ‘EYFS Profile` guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Outcomes evidence a broad and balanced history curriculum and demonstrates the children’s acquisition of identified key knowledge. Recording of the impact will vary across the age ranges, but not always in written form. For example, they may record work on cameras, video, pictorially etc. Emphasis is placed on analytical thinking and questioning and children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past. Through this study, pupils ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.