Our teaching in history aims to provide children with a coherent knowledge and understanding of Britain’s past and that of the wider world. It aims to inspire pupil’s curiosity about the past.
The History curriculum :
- Students continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
- They will note connections, contrasts and trends over time and develop the appropriate use of historical terms.
- They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
- They will construct informed responses that involve thoughtful selection and organisation of relevant historical information.
- They will understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below.
- We aim to combine an overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
This will be taught through the curriculum:
- Changes in Britain from the Stone Age to the Iron Age
- The Roman Empire and its impact on Britain
- Britain’s settlement by Anglo-Saxons and Scots
- A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.