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Our history curriculum is designed to ensure that all pupils:

  • develop a coherent knowledge and understanding of Britain’s past and that of the wider world
  • are inspired and curious about the past
  • develop a secure understanding of chronology
  • ask perceptive questions, think critically, evaluate evidence, sift arguments, and develop perspective and judgement
  • are supported 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.

In EYFS, this links to the ‘past and present’ focus within Understanding the World.

In Years 1-6, we operate a 3-year cycle in Years 1, 2 & 3 and in Years 4, 5 & 6 to ensure coverage of all areas of the national curriculum.  History units are alternated half termly with geography, to allow children to study each area in depth.

We include the use of artefacts, visits out of school and visitors to school, wherever appropriate; listening to stories, interviewing friends and family, using drama and film, working collaboratively and on individual projects to support teaching and learning.

There is flexibility for teachers to adapt the focus of learning, to take account of existing knowledge and particular interests of different cohorts. For example, Ancient Greece is a rich and diverse topic, which requires teachers to be precise about which aspects they will focus on, to ensure deep learning, as well as development of historical enquiry skills.

Furthermore, with a relatively mobile school population, with increasing diversity, this flexibility affords teachers the opportunity to develop understanding and empathy, as well as wider historical learning as appropriate.

Progression in developing historical knowledge is mapped out in the 3 year rolling programme. Care is taken to ensure equality of provision for pupils in Year 2 and Year 5, who are accommodated across two classes.

Due to the 3 year rolling programme, children will not cover all units of the curriculum until completion of each period of 3 years. Because of this, the progression of historical skills is identified separately, and chronological understanding requires additional focus.

Children will be able to tell stories from different periods of history, recount the lives of significant individuals, understand the chronology of the periods taught and the connections between them, and have a good sense of the impact of change and continuity over time.

Children will raise their own enquiry questions, and demonstrate their learning in a variety of ways, and take responsibility, gradually, for choosing how they present their findings. They will understand methods of historical enquiry, the importance of sources and how to challenge and verify historical evidence. Children will leave the school having developed a deeper understanding of the wider context of British history, as well as developing interest and curiosity about world history, ready to embark on their next stage of historical learning with knowledge, skills and curiosity.

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Contact the School

St Anne's Fulshaw CE Primary

Nursery Lane,

Main Contact: Ms Clare Daniel (Headteacher)

Tel: 01625 523536

SEN Contact: Ms Clare Daniel

SEN Email: