The History curriculum at Burghfield St. Mary’s is designed as part of a broad and balanced education which meets the needs of all children. Topics are informed by the national curriculum, our whole school cross-curricular themes and a desire to capture the children’s interest. The history curriculum at Burghfield St Mary’s is planned and structured to ensure that current learning is linked to previous learning. In line with the national curriculum 2014, the curriculum at Burghfield St Mary’s aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; 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.
The two year rolling History plan incorporates the statutory requirements of the National Curriculum 2014 through opportunities which best meet the learning and developmental needs of the children in our school. Where appropriate, links are made between the History taught and our cross-curricular whole school topics. History is taught in blocks, so that children achieve depth in their learning. Teachers identify the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each phase across the school. Children are given the opportunity to develop a chronological understanding of British history from the Stone Age to the present day. They can 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 Mayans.
Cross curricular outcomes in history are specifically planned for. Planning is informed by and aligned with the national curriculum. Consideration is given to how greater depth will be demonstrated within lessons, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored through assessment of each unit of work to ensure that they reflect a sound understanding of the key identified knowledge. The Early Years Foundation Stage (EYFS) follows the EYFS Statutory Framework educational programme which aims for all children in reception to have an Understanding of the World; past and present, by the end of the academic year.
Our curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching. In this way it can be seen to impact in a very positive way on children’s outcomes.
History learning is embraced by teachers and pupils across school. Outcomes in topic books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children have the opportunity to improve their enquiry skills and inquisitiveness about both Britain’s past and that of the wider world and are curious to know more about the past. Children become more confident in analysing their work and giving their opinion about historical events, people and time periods. They learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.