History Curriculum Statement
History has always been held in high regard at Blenheim Primary School. The history curriculum here at Blenheim draws from and makes full use of the immediate and wider local area, enabling children to develop a deep understanding of the history of their locality.
Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at Blenheim is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, our curriculum 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.
Intent, Implementation and Impact.
History is taught in blocks throughout the year, so that children achieve depth in their learning. The key knowledge and skills that children acquire and develop throughout each block have been mapped to ensure progression between year groups throughout the school. At the beginning of each new history topic, teachers refer to classroom timelines to develop children’s understanding of chronology. Each topic is introduced with reference to the chronology of previous topics (including those from previous years). 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.
Outcomes in history books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge.
Emphasis is placed on analytical thinking and questioning and children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past. Pupils ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.