History at West Didsbury CE
Intent-The history curriculum at West Didsbury CE makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality. The curriculum will enable the children to gain a coherent knowledge and understanding of Britain’s past as well as that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; They are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; they will 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.
Implementation-History is taught thematically through termly topics. The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have had exposure to learning about ‘Understanding of the World; People and Communities, The World and Technology’ by the end of the academic year. In key stage 1 and 2 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. The curriculum will be implemented through developing skills in chronological understanding, historical enquiry, historical interpretation, organisation and communication and understanding events, people and changes. 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 and the Egyptians.
Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English sessions enabling further contextual learning.
Impact - Topic and literacy books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Attainment in and attitude towards historical learning are reported to parents annually. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.