History
Intent:
The History curriculum at Oakington is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. The curriculum inspires in pupils a curiosity and fascination about Britain and that of the wider world.
Our History curriculum is aligned with the outcomes of the National curriculum and takes into account the interest of our children as well as the context of our local area.
Our teaching of History ensures that all pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and stimulates pupils’ curiosity. Children are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. They 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. They understand that the present is rooted deeply in the actions and decisions that have been made in the past while the future will be shaped by the actions and decisions that are made in the present.
Curriculum Implementation:
In ensuring high standards of teaching and learning in history,
- Implement a curriculum that is progressive throughout the whole school.
- Teach History as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum.
- Ensure that History has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area/Woodlands-Forest school to look at how buildings have changed in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to looking at an in depth study of the locality and comparing it to different areas in Upper Key Stage 2.
- Within each academic year, children study history during half term block. This allows children to build up their historical skills and understanding through continuous day-to-day learning.
- Make links between outdoor fieldwork skills and tasks in class and draw links between different areas of history.
- Have assemblies that celebrate the diverse cultures across the globe and learn more about what it is like in each place.
- The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Curriculum Impact:
The impact and measure of this is to ensure that:
- Children review the agreed WILF at the end of every session and can identify their own target areas.
- Children record what they have learned comparative to their starting points at the end of every topic.
- Children are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3.
- Children enjoy learning about history, encouraging them to undertake new life experiences now and in the future.
- Children are prepared for life as an adult in the wider world.