Intent

History at Otford will help pupils to understand how the past can be divided up into different times, and to recognise and understand that there are similarities, differences and connections between eras. It will develop pupils’ knowledge and understanding of events, people and changes in the past within Britain and the wider world; how and why some things change and some remain the same; why events take place and the outcomes that follow. Pupils will have the opportunity to learn about the impact that events from the past have had on the modern day with British values threaded through. We provide a framework of historical skills for the pupils to draw from which will equip them to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement and ultimately inspire pupils’ passion and curiosity to know more about the past.

Implementation

History is taught in blocks 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 be able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians. 

Cross curricular links are made where possible enabling further contextual learning. For example, English and Geography eg Each topic is introduced with reference to the chronology of previous topics (including those from previous years). The KWL strategy (What I Know, What I would like to know and what I have learnt) is used to check existing knowledge at the beginning of each history topic and this process informs  planning that is responsive to children’s starting points and interests. Planning will also focus on the combination of skills, knowledge and vocabulary. Artefact handling, problem solving with source material, day trips, themed events and visiting speakers all contribute to make the subject a vivid and stimulating area.

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in Foundation Stage to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

Impact

The development of children’s historical skills and knowledge will be evaluated at the end of each learning journey against Key Performance Indicators in chronological understanding, range and depth of historical knowledge, historical interpretation, and historical enquiry.