The history curriculum at Trinity Primary School will use an enquiry-based approach, addressing a ‘Big question’. Trinity children will become historians by using their knowledge and skills to unpick and pose potential answers. Topics are informed by the National Curriculum and have children’s interests at the heart, 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:
History is taught through topics during the year, so that children achieve depth in their learning. Teachers will identify the key knowledge and skills of each topic to ensure progression. As a school we have carefully planned topics throughout each year group so by the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. By using an enquiry based approach the children will have acquired the knowledge and skills to draw comparisons, make connections between different time periods and their own lives. The local area will be fully utilised with extensive opportunities for learning outside the classroom embedded in practice. Outcomes of learning are regularly monitored to ensure that they reflect a sound understanding of knowledge skills. The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in the Foundation Stage to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Outcomes of learning will be evidenced on Tapestry, showing the skills ‘our Trinity historians’ have gained during their topic. It will show a broad and balanced history curriculum demonstrating the children’s knowledge and skills. In Key Stage 2 a knowledge mat will be used in the classroom and a knowledge organiser will be sent home to explore with parents and children. Emphasis is placed on our Trinity children becoming ‘Historians’ using their enquiry skills, pupils will learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.