History

Intent

At Ambleside CE Primary School, we endeavour to teach history and historical enquiry within a broad and balanced curriculum. Pupils leave school with a secure understanding of chronology; both in Britain and the wider world. 

Pupils are taught about the significance of different historical periods, key historical figures and how history (locally, nationally and globally) has influenced their lives today. Our intention is that children learn both about history and from history adopting a curiosity and awareness of how history has been interpreted by different people at different times.

Implementation

History is taught in blocks throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. 

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 Mayan civilisations and the Egyptians.

Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and literacy lessons enabling further contextual learning. 

The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. Children in KS2 may use residential visits to further their historical experiences.

Planning is informed by the National Curriculum for history. Consideration is given to how learners will be supported in line with the school’s commitment to inclusion. 

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in Foundation Stage to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

Impact

Children’s books will evidence the broad and balanced history curriculum and it will show whether they have acquired the key knowledge. We will also see the impact through the use of pupil voice and formative assessments.

Work will show that a range of themes are being covered and concepts revisited. 

Monitoring and assessments will show that the standards remain high.

By the end of primary, children should be able to articulate and demonstrate that they have developed their history knowledge, language and skills. Children will have a good understanding of human attitudes and historical enquiry. They can make links between historical events and the world we live in now. As they move through school they will continue to develop themselves as competent historians.

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