History curriculum overview
History at Wyndham
At Wyndham through teaching History as part of our project based learning approach we aim to inspire pupil’s Historical curiosity so that our pupils are actively involved in their learning. We aim to make real world links and demonstrate how History impacts upon the pupil’s lives. Our curriculum provides our pupils with a chronologically secure knowledge and understanding of Britain’s past and that of the wider world. We want pupils to develop a clear historical perspective so that they can piece together their growing knowledge and fit it into different contexts. Through studying History as part of meaningful projects, in order to achieve real world outcomes, pupils learn to appreciate how people and events in the past have shaped the way that we live now.
The aims of the History curriculum are to ensure pupils:
know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
Teaching of History in the Foundation Stage:
Within the Early Years Foundation Stage, activities and experiences for pupils are based on the seven areas of learning and development. Provision focuses upon four specific areas:
Understanding the world
Expressive arts and design
Foundation Stage history is part of the national curriculum’s learning objectives for developing the pupils understanding of the world, within our foundation stage the pupils learn through experiences that introduce the concept of time and change. For example, pupils may be asked to bring in photographs of themselves as babies and to discuss how they have changed over time, pupils will also explore patterns and routines.
Teaching of History in 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.
Teaching of History in 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.