History is the study of people, places and ideas in the past. We believe that the study of history will help our learners understand the world they live in better and become responsible citizens of a global world.
We have adapted the Statutory framework for the Early Years Foundation Stage and the National Curriculum Programme of Study for History. Our curriculum is broad and balanced, which allows children to acquire and embed a range of knowledge, skills and understanding.
In Early Years, we teach Understanding the World through our topic teaching as well as in the continuous provision, indoors and outdoors. In Key Stage 1 and Key Stage 2, we have designed a curriculum, which helps children understand how their local area, the United Kingdom and the world have changed throughout history.
This is complemented by the work we do on the rights of the child based on the UNICEF Charter. This helps children understand how their rights and the daily lives of children have changed over centuries. Our lessons help pupils develop a deeper understanding of the world in which they live; then, now, and in the future. This ensures our pupils are equipped with understanding and attributes to thrive and be successful citizens. We adapt our curriculum and pedagogy to meet the needs of all of our children, particularly those of children with SEND.
Our History units are based around a question and then the question is broken down in to a series of supplementary questions which lead learning in each lesson.
Children are introduced to a selection of vocabulary which forms one of the key areas of learning during the units. A strong focus is placed on speaking and listening activities in order to encourage children to develop their use of these subject-specific terms.
The History curriculum has been planned carefully based on key knowledge that children will learn during each unit. The curriculum map allows for progression as the units build on prior knowledge and aim to extend learning by acknowledging what children already know. Careful consideration is given to the school’s context and local area and the curriculum has been designed to link to this as far as possible. For example, History units linking to the Manchester during WW2 and the work of the Manchester-based Suffragette movement. This should give children a sense of purpose and place with their learning and make the History and Geography curriculum relevant and relatable to their Manchester context.
In EYFS the children start developing an understanding of time, places and communities. They have ‘Big Questions’ which they focus their learning around each half term.
In KS1 children begin to make links to them and living memory, building on skills and knowledge previously taught in EYFS.
In KS2 our history curriculum is centred on an adapted National Curriculum, which fits with our children and community. Our history topics are sequenced according to the age and maturity of our children. The sequencing of our curriculum provides opportunities for children to learn new skills and knowledge, apply those as well as build upon skills learnt in previous years, as well as making connections.
Geography is the study of our planet, of places we live in and how humans shape them. We believe geography is an opportunity to develop children’s curiosity about their world and to help them become well-informed, responsible citizens of a global world.
Our geography curriculum drives our ‘Big ideas’: place, space, environment, inter-connections, sustainability, scale, change, cultural awareness and cultural diversity. Our ‘Golden threads’ which are embedded throughout the geography and history curriculum, provides the children with transferable ideas that have a real world meaning and help children make sense of the world around them. These threads are revisited within and across year groups so that children can build upon their existing knowledge.
In EYFS the children start developing an understanding of places and communities. They have ‘Big Questions’ which they focus their learning around each half term.
In Key Stage 1, pupils develop knowledge about their locality, the United Kingdom their world. By the end of Key Stage 1, children have a solid understanding of basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness, building on skills and knowledge previously taught in EYFS.
In Key Stage 2 children study the localities which have been carefully selected to reflect our school population and match the age and interests of our children. The sequencing of our curriculum provides opportunities for children to learn new skills and knowledge, apply those as well as make connections to build on skills learnt in previous years.
Fieldwork opportunities are embedded throughout the geography curriculum and each year group has a specific climate change focus to ensure that the children are global citizens.