At Claremont, our History Curriculum aims to ensure that all pupils:
know and understand the history of the British Isles in a chronological order, from the Prehistoric to the present day. First looking at our own history; family history; history of familiar objects; key historical events and building to investigate historical civilisations and their influences.
know and understand the historical influence of Britain on the rest of the world and how other nations have influenced us.
know and understand ancient civilisations, empires, non-European societies and the achievements and mistakes of different peoples. Understand how local, national and world history are connected.
know and understand key historical terms such as: ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
know and understand historical cause and consequence and to use this knowledge to make connections; compare and contrast; analyse historical information and data; question and reason; use this knowledge to present ideas in a written and creative format.
How we deliver this:
At Claremont we use the Cornerstones Curriculum to deliver our history curriculum in an exciting and engaging a way as possible.
We value learning in all its forms and make our teaching accessible and holistic through the use of visits, artefacts, high quality resources, drama, books, practical activities, quizzes, child presentations, open days, guest speakers and many more exciting avenues.
We embed the use of Literacy within our historical learning, investigate different society’s number systems and fully link the development of the sciences and arts through time to our learning.
Whenever we teach we promote equality of race, religion, gender and disability. We use opportunities in our history teaching to reflect on and explain about people who have made the world a more progressive place, through rising above social and economic barriers.
We ensure a mixture of historical role models are available for our children to celebrate the diversity within our school.
In Foundation Stage: We make our history teaching relevant to the child’s own life; their own personal history; how they have grown; understanding history within the school year, including but not exclusively - last year, before Christmas, when you were 3.
Celebrating events throughout the year that place time in a sequence.
In Key Stage 1: Children continue to develop the ideas of their Foundation learning, extending history to that of their immediate family; understanding key language to do with time; beginning to investigate artefacts; comparing and contrasting; developing historical enquiry. We explore key events and people, including but not exclusively, prehistoric life and the importance of Mary Anning, the Queen and monarchy, schools through history, and the fire of London.
In Key Stage 2: We begin a more chronological journey, placing the knowledge already taught into a cohesive timeline, investigating the early settlements; ancient civilisations such as those found in Egypt and the Roman Empire; the influence of the Ancient Greeks; Mayan Civilisation; Viking Invasion; the Industrial Revolution and the World Wars to name but a few.
We teach the children to analyse; compare and contrast; question; investigate primary and secondary historical sources; consider the impact of these on our knowledge of history; present their knowledge.