History
Our Vision
Our history curriculum is thoughtfully structured to support the gradual progression of our students' understanding, skills, and knowledge in history. We have carefully selected and designed instructional units that incorporate a wide range of narratives and voices. Within our classrooms, we explore in-depth lines of inquiry, addressing significant questions such as "can we thank the Ancient Greeks for the development of anything in our lives today?" To effectively tackle these complex questions, we guide students through step-by-step learning, providing them with the necessary knowledge. This method of historical study not only sparks curiosity but also encourages critical questioning, enhancing students' comprehension of both local and global societies.
In our history curriculum, we've identified key thematic threads that run across various learning units. These themes encompass invaders and settlers, legacy, empire, migration, local history (railway), significant events, and ancient civilisations. By strategically integrating these themes throughout different learning sequences and revisiting them, we ensure that students make connections and develop historical perspectives. This approach enables them to place their expanding knowledge in different contexts, understand the interconnections between local, national, and international histories, and recognize the relationships between short- and long-term timescales.
How we plan for teaching in History
In the Early Years Foundation Stage (EYFS), children begin to explore the concept of chronology by sharing personal life stories and family narratives. They are encouraged to express themselves using past tense when recalling events. Additionally, young learners interact with historical images, drawing comparisons between the past and present. As they progress to Key Stages 1 and 2 (KS1 and KS2), history becomes a distinct subject, taught in a series of six lessons per term. Teachers carefully plan lesson sequences, building on children's knowledge and skills.
In Key Stage 1, the curriculum is designed to help children understand the past, using common words and phrases related to the passage of time. They learn to position people and events chronologically, identifying similarities and differences across periods. Moving through this stage, connections between historical figures and events are made. In Key Stage 2, students develop a secure understanding of British, local, and world history. Clear narratives are established within and across periods, with chronology serving as a consistent reference. This approach aids in comprehending significant historical events and identifying trends over time, using terms like "ancient" and "civilization."
Explicit mapping and meticulous vocabulary teaching ensures children grasp abstract terms such as "empire" or "legacy." Skills are carefully aligned with each unit of knowledge, progressing annually. Opportunities for skill practice and reinforcement are intentionally planned for regular revisitation and refinement. The mapping of knowledge and skills across year groups ensures a coherent and progressive history education. Leveraging the historical richness of Crewe, visits to museums, workshops, and educational materials enhance learning experiences. Teachers utilise resources from the Historical Association to bolster subject knowledge and enrich the overall history curriculum.
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