‘Encourage one another and build each other up’
1 Thessalonians 5:11
In History, children will experience an immersive, interactive and engaging curriculum which stretches their ability to manipulate the historical narrative of the past with the use and application of historical and research skills.
These topics will link alongside the class topic currently being taught within the phase groups. This has been laid out in the long-term plan for each year group and will allow the children the opportunity to make links with other subjects that are being studied adjacently.
The study of famous people and events will be a strong focus and will be carefully considered to ensure that those chosen are relevant and have cohesive links between them. This will ensure that children can make links, contrasts and comparisons and are also varied enough to reflect our culturally diverse society.
Developing the application of historical skills will be at the forefront of historical study. However, it will also be important to ensure that these aspects are interwoven with the teaching of historical narrative.
This will provide children with a knowledgeable platform to apply and embed more challenging concepts and skills. This will also allow children to develop a secure awareness of the past to be able to construct balanced and informed responses on how the narrative impacted the past, has affected the present and how we need to learn from the past to inform our future.
History is taught in blocks throughout the year, so that children can achieve depth in their learning and are able to draw comparisons and make connections between different time periods and their own lives. These topics will link alongside the class topic currently being taught within the phase groups. This has been laid out in the long-term plan for each year group, with detailed objectives to be covered as part of each unit. Cross curricular and outdoor learning outcomes in history are specifically planned for, with strong links between history and literacy lessons identified, planned for and utilised.
The studying of history within the AHMA includes a clear hands-on approach to allow children to benefit greatly from real-life contexts and from the physical manipulation of time through the timeline model. The handling of relevant primary sources (such as artefacts) brings history to life, forges links and ensures aspects of historical thinking are much less of an abstract concept. Additionally, children benefit hugely from out-of-the-classroom experiences, visitors and trips by making use of community links, empowering members within the school community to impart their expertise and accessing wider expert groups.
Newsround is a consistent daily feature in morning sessions which offers opportunities to discuss current affairs of the world around us, providing children the ability to make links between their lives and the lives of others around the world and their learning.
Historical learning will be showcased in each class’ non-core book and demonstrate children’s acquisition of identified key knowledge. Children will reflect on their learning consistently, as well as before and after the topic, to identify how learning has progressed.
As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of the cause, effect and impact of specific events, both locally and globally. Regular school trips provide further relevant and contextual learning.