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History programmes of study for key stages 1 and 2 define historical education as one that ‘Help[s] pupils gain a coherent knowledge and understanding of the Britain’s past and the wider world.’ DFE (2013)


Through the learning lens of discovery, we will foster learners’ curiosity to understand how Britain has influenced and been influenced by the wider world. Learners will explore how human discoveries of the past have contributed to the world we live in and appreciate the ongoing quest for discovery to influence cultural, economic, religious, political and social outcomes today and in the future. For children 


The learning lens of discovery will also enable learners to becoming discerning historically minded learners that value the importance of historical evidence and appreciate both the richness and limitations of evidence from a range of primary and secondary sources within a chronological narrative. 


Cultural Capital: Through a learning focus on historical discoveries of our ancestors, we will encourage all learners to appreciate the spirit of ambition, tenacity and possibility. Through investigation and interpretation of the discoveries of archaeologists and historians, learners will develop cultural capital as they investigate and evaluate the artefacts, writings and images of events and discoveries that have shaped our world. 



From the foundation stage and throughout their learning journey, learners will develop an understanding of chronology beginning with their own lives and the lives of their families.  Our youngest learners will discover how the lives of children have changed compared to the lives of their parents and grandparents. During their time at Squirrel Hayes, learners will explore in depth the incredible discoveries of their Bronze Age ancestors; the writing of Samuel Peeps; influences of the Roman colonisation of Britain and the notable discoveries of the Victorians as Britain became the workshop of the world. Throughout their studies, learners will have opportunities to visit authentic historical places and explore a wide range of primary and secondary sources of evidence to revisit the spirit of discovery and appreciate the discovery of historians for deep learning experiences. To inform ongoing assessment and opportunities for overlearning, learners from Year 1 to Year 4 will complete regular learning reviews and assessment activities for transference of learning into long term memory.



Class teachers, SLT and the History Leader will measure the impact of curriculum planning for history through factual knowledge, skills of enquiry and conceptual understanding through learning in books, assessments and a wide range of discussion-based activities. Analysis of impact will inform ongoing curriculum planning.



If you need to know more about this subject, please don't hesitate to ask the subject lead Mrs Harris.


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