Edgebury Primary School – History Curriculum Statement
“A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils 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 National Curriculum
At Edgebury Primary School our aim is to ignite children’s curiosity about the past in Britain and the wider world. Through our teaching of a broad and diverse curriculum, we will provide children with the knowledge and skills that enable them to ask well thought out questions, to think independently, to assess evidence, and to develop perspective and respect for varying histories. These skills are transferable across other subjects as well as equipping children for the wider world. It is important for pupils to develop a sense of identity through learning about the past and we want them to know how history has shaped their own lives. We aim to use the local area (Chislehurst Caves, Hever Castle, Crofton Roman Villa, Crystal Palace and Malcolm Campbell’s house) to make the curriculum relevant and accessible in order to achieve the curriculum outcomes. We encourage children to constantly challenge and question in order to make their own informed judgments about the past.
Our history curriculum is blocked throughout the year as part of a connected approach with science, geography, design technology and art. It is clearly identified where it is the focus subject within curriculum units. This is to enable an in-depth study of history, whilst making connections with other subjects. Where appropriate we use historical artefacts, workshops, visitors and local trips to deepen the children’s understanding and enjoyment of this subject. Subject leaders are responsible for ensuring that resources are kept up to date and to create action plans for subject development. Teachers and children are surveyed at the end of each unit of learning to collate staff and pupil’s opinions, to inform further planning and resourcing. Subject leaders check ongoing planning to ensure full coverage of the National Curriculum. Progression documents have been created to support teachers with the delivery and assessment of history across the school.
The impact of history teaching can be seen in a variety of ways. Ongoing formative assessment happens throughout each lesson, informing the next step for children individually. To assess pupils at the end of each unit, they create a poster in their learning journals. To show progress and continuity, learning journals accompany the children throughout their school time at Edgebury. This showcases all they have learnt and aids their retention of knowledge. Teachers evaluate children’s thoughts about their learning through the end of unit surveys and children’s excitement around history is evident from the conversations these produce.