Intent
At Hempland, our history curriculum provides the stepping stones for pupils to gain well-developed historical thinking and a coherent and chronological understanding of local, British and world history. Their ability to investigate, consider, reflect and review events of the past will have enabled a detailed understanding and the confidence to carry out their own historical investigations, as well as preparing them for the next stage of their history education.
How History links with our school values
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Children will consider the complexity of people’s lives, the process of change, diversity of societies and relationships between different groups as well as their own identity and challenges of time and learn to respect how different people have shaped our world as it is today. |
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As well as learning about the history of Britain and the Wider World, children have the opportunity to learn more about the rich history of their locality and learn about the important role York has played in many key moments in history. Children enjoy inspiring educational visits out and immersive events involving visitors in school. |
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Children will develop the ability to think critically about history and gain the ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry. These are valuable, transferable skills to take with them into their continuing education and life. |
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Children are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments and develop judgement. They develop the skills to support, evaluate and challenge their own and others views using historical evidence from a range of sources and communicate their ideas in a variety of ways. |
Implementation
- History is taught based on the National Curriculum for Years 1 to 6 and EYFS Development Matters.
- A carefully planned whole school curriculum, supported by schemes of work from the Historical Association, promotes the progression of historical knowledge, conceptual understanding and skills, and the opportunity to revisit and remember previous learning in order to develop a coherent chronological understanding of local, British and world history.
- Our history curriculum focuses on the simultaneous progression of chronology, event, interpretation and enquiry skills and the concepts of change and continuity; cause and consequence; similarity and difference and significance. These are taught in conjunction with local, British and world history knowledge in order to deepen the children’s understanding of the topic being studied and secure their understanding of the past.
- Opportunities to develop children’s local historical knowledge and gain an understanding of their locality’s rich historical narrative are promoted through the explicit teaching of local history enquiries, as well as meaningful links in British historical enquiries.
- Relevant historical timelines are displayed in every classroom to support the study of History and to highlight and embed key knowledge in a chronological context.
- Educational visits out of school enhance our curriculum and bring learning to life through real artefacts, scenes, and workshops that further develop historical knowledge and understanding.
- Inspiring visitors and activities in school such as Stone Age Day allow us to have an immersive approach to our history teaching.
Impact
- By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They will be able to draw comparisons and make connections between different time periods and their own lives.
- Children will become increasingly critical and analytical, drawing informed conclusions based on their knowledge of the past.
- Children will be inspired to proceed with their knowledge and understanding of History, both inside and outside of an educational setting, and pursue further lines of inquiry.
