Curriculum - History
In order to ensure that children at Pheasey Park Farm School and Early Years Centre have the best learning opportunities in history, we implement a curriculum that is sequenced so that the children learn about history according to their developmental needs. This begins in the Foundation Stage, when children learn about their own personal history, with opportunities to learn through play. In Key Stage 1, children build on these learning experiences and begin to widen their knowledge of history by examining the history of their families, significant individuals in their local area and national celebrations. In Key Stage 2, history is taught chronologically and expands to include British history and world history. The implementation of themes such as ‘Similarities and Differences’ and ‘Governance’, which are threaded through the curriculum, allows children to establish links between their learning and narratives within and across the periods studied.
History is taught as part of a termly or half-termly topic, focusing on the knowledge and skills stated in the National Curriculum. Staff plan sequences of lessons using our curriculum coverage and progression of skills documents, which ensure full coverage of the National Curriculum objectives and a logical progression of skills. At Pheasey Park Farm School and Early Years Centre, we ensure that history is awarded the same importance as the core subjects, as we feel this is important in enabling all children to gain cultural capital. In addition to learning about historical events and individuals within relevant history lessons, pupils’ understanding of such issues is enriched through the implementation of Timezones and Timepieces workshops, which provide opportunities for ‘hands-on’ history.
The children’s work in topic books will demonstrate an exciting, balanced history curriculum and demonstrate the children’s historical knowledge and skills in accordance with the National Curriculum. Children at Pheasey Park Farm and Early Years Centre will be able to address historically valid questions about change, cause, similarity and difference. They should use a variety of sources to answer these questions and construct informed responses that involve thoughtful selection and organisation of relevant historical information. By the end of Key Stage 2, children should have developed a chronologically secure knowledge and understanding of British, local and world history.