History
Intent
History teaching at Towcester C of E Primary School aims to give all children a strong and enriching appreciation of the world that we live in and how past events have shaped lives as we know them today, both in the local and wider context of the world. We aim to bring history to life by providing first hand experiences and opportunities for the children to develop their curiosity and imagination throughout the topics we teach and the trips we offer. We allow the children to make connections with their own experiences and between historical events and support them to making connections through time.
Our history curriculum focusses on subject specific knowledge, skills and understanding as set out in the National Curriculum. It also aims to develop a sense of understanding and appreciation of our past, and with it, a sense of resilience to learn from our mistakes and errors and encourage confidence to take our learning with us into the future.
Implementation
Our history curriculum coincides with the national curriculum in both subject content and stated programmes of study. The History units at Towcester CE Primary are taught in set blocks throughout the year, so that children can achieve depth in their learning. These are mapped across the school, ensuring that declarative knowledge builds progressively and that children also develop procedural knowledge (skills) relevant to their key stage.
Children at Towcester CE Primary School will receive 1.5 hours a week of History or geography, dependent on the unit taught.
Within the younger years, children will have exploratory play experiences to gain experience of a topic and apply it to their own lives, through knowledge an understanding of the world.
Impact
Outcomes in History and, at times, Literacy books evidence a broad and balanced history curriculum and demonstrate the children at Towcester CE Primary School’s acquisition of identified key knowledge. Emphasis is placed on analytical thinking and questioning, and children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past. Through this, pupils use their procedural knowledge to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
