The intent of our History curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will:
- Increase and develop their historical skills, concepts, knowledge and attitudes.
- Increase their understanding of the present in the context of the past.
- Develop and use their skills in enquiry, analysis, evaluation, and argument.
- Develop their interest in the past, arousing their curiosity and motivation to learn.
- Develop a sense of identity through learning about the past.
At the centre of our curriculum are the Yeo Moor Curriculum Dimensions of DIVERSITY, EQUALITY, COMMUNITY, WELL-BEING and SUSTAINABILITY. These ‘golden threads’ will provide coherence & progression and build cultural capital.
Every Yeo Moor Historian will:
- 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
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
Our high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past. Teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Here at Yeo Moor, History helps pupils 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.
At Yeo Moor, our curriculum begins with children learning about their immediate history, their family and location. They also focus on something that comes from their own interests- Dinosaurs! Children will then gain a wider experience of British and World history. Our Reading Inspiring Writing approach means that initial interest and curiosity is aroused through a quality text. Most units run through the school in chronological order. However, the Ancient Civilisation strand is visited in both key stages to build knowledge. The concept of Invasion is visited in both key stages as is our local history focus of Victorians. Here at Yeo Moor, we break History down into 3 strands which we are mindful of as we cover the National Curriculum objectives. These strands are: Civilisation, Interpreting evidence and using sources and studies to include diversity. Interpreting evidence has its own knowledge organisers progressively setting out this skill across the school. There are also assessment tasks linked to this strand. The Yeo Moor dimensions of DIVERSITY, EQUALITY, COMMUNITY, WELL-BEING and SUSTAINABILITY that children explore, are re-visited in different units allowing children to build on prior learning and apply new knowledge to the concept in order to prepare them for future learning and life. Black History Month will be celebrated in October each year. However, DIVERSITY and EQUALITY will be an important part of every unit studied.
Key stage 1 Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
Key Stage 2 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.