History at Padiham Primary School is predominantly inspired by the Lancashire Themed Scheme of Work. In collaboration with the 2014 National Curriculum, our teaching of History aims to ensure that all children gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate their curiosity to know more about the past. Children are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. They also begin to 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.
It is taught around the following disciplinary concepts:
- Cause and consequence
- Change and continuity
- Similarity and difference
- Handling evidence
- Historical interpretations
- Historical significance
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 are 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 civilizations of Greece and the Egyptians. Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English lessons enabling further contextual learning. Unforgettable enrichment activities are included in our History curriculum to enhance our children's experience, knowledge and understanding. This makes their learning more memorable.
The local area is also fully utilized to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area. The Early Years Foundation Stage (EYFS) follows the recently updated ‘Development Matters in the EYFS’ guidance which aims for all children in Foundation Stage to have an ‘Understanding the World; past and present, people, culture and communities’ by the end of the academic year.