The history curriculum at Trinity Primary School will make full use of resources within the immediate and the local area enabling children to develop a deep understanding of the rich 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 is carefully planned and structured in line with the 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.
History is taught in learning journeys 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 will use an enquiry based approach to draw comparisons and make connections between different time periods and their own lives. The local area will be fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge and enquiry skills. The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Outcomes on Tapestry and in Learning Journal books (Year 2), evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key enquiry skills and knowledge. A knowledge organiser is sent home to explore with parents, children will complete knowledge organiser quizzes at the start of their learning and at the end of relevant learning journey’s. Emphasis is placed on enquiry, pupils will learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.