Our Vision for History:

• To know and understand the History of Britain as a coherent, chronological narrative from the earliest civilisations to changes within living memory.
• To know and understand elements of global History and consider what was happening locally at the same time.
• To make connections to modern society and consider how we can learn from key events in history.
• To understand historical concepts such as continuity and change, cause and consequence, similarity and difference, and use them to make connections, draw contrasts, analyse trends and frame questions. 
• To use an explorative, investigative approach to learning, with the freedom to explore and ask questions.

Shaping Our History: 

Intent

At Chorlton C of E we teach our children to take an investigative approach to History, to discover for themselves, make connections to their own lives and consider the impact of key events and figures from the past. Our History curriculum has been shaped to ensure knowledge and skills are entwined with different aspects of historical content. In EYFS and KS1 children are given the opportunity to explore the key concept of it history itself, made relevant to their own lives and the lives of their families and locality, within and beyond living memory. 

The school have moved to Key Stage History for all our History planning and coverage. The local history units will be bespoke to our school, but the world and British history units will follow Key Stage History. 

In EYFS, children will begin to learn the concepts of history, with relevance to their own journeys. In KS1. children will develop their understanding of significant events and significant figures. 

Once these concepts are embedded, children in KS2 will then use these learnt skills to explore the history of Britain and the world. Through these in-depth studies they will consider disciplinary concepts such as, cause and consequence, significance and change. They will also have opportunities to explore substantive concepts such as chronology and power. These units will follow chronology for British History, with a number of key ancient civilisations included to allow children to make comparisons and further develop disciplinary knowledge.

An overview has been developed to incorporate the Key Stage History units and to include details of the bespoke, local history units. This will complement the Geography overview, with classes being taught History discretely for half a term and Geography discretely for the other half of each term.   

Implementation

All learning is planned and delivered with a clear objective, taken from the progression of skills documents. This document has been carefully organised so that children build on their existing knowledge, overlearning key concepts at age appropriate level.

In EYFS and KS1, the concept of history is taught with relevance to the children, expanding as they develop. In KS2 British history is taught with elements of chronological order. Each year covers an Ancient Civilisation, not in chronological order. This allows children to consider what was happening in other parts of the world at the same time as periods of British history they have studied.

Children are provided with subject specific vocab and subject specific reading material to support their learning. Lessons are varied and exciting, with cross curricular links made wherever possible. Each classroom has a history/geography working wall that should build up over the course of the topic, to act as a reference point and to showcase learning.

Our History curriculum is also drawn from: 

• Key Stage History (https://www.keystagehistory.co.uk)

• The History Association

Impact

At Chorlton C of E Pupil voice shows that pupils are confident and able to talk about what they have learnt in history using subject specific vocabulary. Pupil voice also demonstrates that pupils enjoy history and are able to recall their learning over time. Pupils work demonstrates that history is taught at an age appropriate standard across each year group with opportunities planned in for pupils working at greater depth. Work is of good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence.