History

History Intent

‘The curriculum is the means by which we ensure that all our children get their fair share of the rich cultural inheritance our world affords. A good curriculum empowers children with the knowledge they are entitled to: knowledge that will nourish both them and the society of which they are members’ – Clare Sealy

At Hapton School we will ensure that our curriculum in History meets the needs of our children and gives them the gift of historical knowledge, skills, attitudes and aspirations that they can take with them through life.

We provide our children with irresistible learning experiences that allows them to see the awe and wonder in the world and to appreciate life in all its fullness. Our school values will permeate our teaching and learning in History. This will equip our children to achieve, be confident and successful, allowing them to grow into the best young person he or she is capable of becoming.

It is through the teaching and learning, opportunities and experiences in History, that we will fulfil our mission statement to provide a vibrant, caring, Christian environment with a happy, friendly and calm atmosphere in which children and staff can live and work together. We will always aim for standards of excellence in teaching, learning and caring for each other. When learning about different historical periods, cultures and individuals, we want our school to be an extension of good family life and within our 'school family', each unique individual to be respected and valued.

To meet the aims and requirements of the Early Years Statutory Framework and the Programmes of Study in the National Curriculum as outlined here

Early Years Foundation Stage

Understanding the World, People and Communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. 

The national curriculum for History aims to ensure that all pupils:

• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

KS1 pupils should be taught about:

• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• events beyond living memory that are significant nationally or globally
• the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods
• significant historical events, people and places in their own locality.

KS2 pupils should be taught:

• 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 the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
• a local history study
• 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.

Implementation

We use our recently developed, clear, structured and personalised curriculum to ensure we meet the breadth and ambition of the National Curriculum and which also inspires and  equips our children in historical knowledge and skills. Our curriculum has been developed to meet the specific needs of our children at Hapton School. We will explore how community visits can be used to enrich the curriculum and as a staff, we develop our own knowledge and skills through whole school training and other means of CPD so that we are confident in knowing that we are delivering high quality teaching and learning in History

Impact

A love and passion for the subject of History will be evident in our school by adults and children alike. History is delivered through a clear, structured and coherent curriculum which continues to meet the requirements of the EYFS and NC but is also developed to fulfil the needs of our children at Hapton School. The teaching of History in our school will inspire and provide the children with knowledge, understanding behaviours and skills that stick with them, that they can take with them throughout their lives and will enable them to be confident, educated and successful adult citizens of the future.

The rolling programme is as follows:

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