Curriculum intent
At Bidbury Junior School, we aim to ensure that our history curriculum is broad and ambitious for all pupils. We believe that is essential to provide a knowledge-rich history curriculum which secures progression.
We aim to ensure that children:
We believe that every child deserves to see themselves reflected in the history taught in our school. Through our local history studies, we aim to show how national history is intertwined with our own family histories and help children to make sense of the country we live in today.
History learning is carefully mapped out throughout Key Stage 2.
Our History curriculum recognises knowledge as having two main branches:
In order to provide children with a greater perspective of the past, we use focused enquiry questions to facilitate the teaching and development of both substantive and disciplinary knowledge.
The children will be exposed to a wide range of historical sources and artefacts. They will have opportunities to explore, examine and evaluate these to enable them to respond to the enquiry question. Children will be encouraged to use historical terms accurately in their communication of ideas and judgements.
Although History is taught discreetly, the children will select and apply their knowledge and skills from other subjects in order to draw conclusions and communicate their findings.
We recognise the value of rich historical experiences, visits and visitors to allow the children to connect with the past in a more meaningful way. Through involvement in anniversaries and commemorations, the children will grow a sense of social responsibility, respect for diversity and a willingness to engage with local and current issues.
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils 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.
The national curriculum for history aims to ensure that all pupils:
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Curriculum intent
At Bidbury Junior School, we aim to ensure that our history curriculum is broad and ambitious for all pupils. We believe that is essential to provide a knowledge-rich history curriculum which secures progression.
We aim to ensure that children:
We believe that every child deserves to see themselves reflected in the history taught in our school. Through our local history studies, we aim to show how national history is intertwined with our own family histories and help children to make sense of the country we live in today.
History learning is carefully mapped out throughout Key Stage 2.
Our History curriculum recognises knowledge as having two main branches:
In order to provide children with a greater perspective of the past, we use focused enquiry questions to facilitate the teaching and development of both substantive and disciplinary knowledge.
The children will be exposed to a wide range of historical sources and artefacts. They will have opportunities to explore, examine and evaluate these to enable them to respond to the enquiry question. Children will be encouraged to use historical terms accurately in their communication of ideas and judgements.
Although History is taught discreetly, the children will select and apply their knowledge and skills from other subjects in order to draw conclusions and communicate their findings.
We recognise the value of rich historical experiences, visits and visitors to allow the children to connect with the past in a more meaningful way. Through involvement in anniversaries and commemorations, the children will grow a sense of social responsibility, respect for diversity and a willingness to engage with local and current issues.
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils 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.
The national curriculum for history aims to ensure that all pupils:
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.