School Logo

Kemsing Primary School

As a Team Together

click ceop

Interactive bar

Get in touch

Contact Details

History

Intent

It is our intent that the study of history should ignite an appreciation for, and curiosity about, the past in both Britain and the wider world. Our children are provided with a deep chronological understanding of the fundamental historical events and significant individuals who have helped shape and influence our present, and how these have contributed to the changes in our world, country, culture and community over time. Understanding the past gives children insight in to how this influences their present; in turn helping them to make sense of why things are the way they are, and grow their sense of individual identity, influencing their unique and personal choices, attitudes and values. This subject demonstrates the importance of learning from past mistakes, celebrating past achievements and building on these into the future. We want our children to be able to ask questions, examine and interpret sources, and draw conclusions in order to allow their historical knowledge, skills and understanding to flourish.

 

Implementation

History is taught through weekly lessons or enrichment days or weeks throughout the year. Key historical skills are built upon in a spiral approach, being revisited and revised through the study of different time periods in each year group. Knowledge has been carefully selected by teachers, so that the children will focus on key concepts from Year R to Year 6, such as forts, tribes and invasion: technology, travel and transport and justice, crime and punishment, affording the children the chance to develop a deep knowledge of each of these areas, allowing for progression and the ability to understand how they have changed over time.

By the end of Year 6 children will have a chronological understanding of British history from the Stone Age to the present day. They will be able to draw comparisons and make connections between different time periods ad their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece, the Egyptians and the Maya.

Cross-curricular links are made where possible enabling further contextual learning. For example, studying the geography of a place key to the historical period being studied. Each topic is introduced with reference to the chronology of the previous topic (including those from previous years). Planning will also focus on the combination of skills, knowledge and vocabulary. Artefact handling, problem solving with source material, day trips, themed events and visiting speakers all contribute to make the subject a vivid and stimulating area.

 

The Early Years Foundation Stage (EYFS) follows the 'Development Matters in the EYFS' guidance which aims for all children in Foundation Stage to have an 'Understanding of the World; people and communities, the world and technology' by the end of the academic year.

Top