Our intent

At EGPA we believe that the History curriculum allows children to gain a coherent knowledge and understanding of the wider world and the past. We follow a book led curriculum, where reading for purpose is the leading focus. Each term we have a main question for the topic, for example, “Would you like to be a Viking?”, which encourages children to ask questions, think critically, source information, communicate their ideas, examine arguments and develop their views and beliefs.

History is taught in the EYFS by learning the old from the new; children’s knowledge and skills are then built upon in KS1, and then in KS2. Throughout history lessons, children develop their curiosity, knowledge and understanding of people, places, events, periods and changes. We believe that teaching History prepares children with the skills they can use for life, by expanding their knowledge, discovering new things, studying the world and challenging preconceived ideas.

Our History curriculum can be shown in the children’s Curriculum books, as well as on classroom displays and in assemblies. We strengthen our curriculum by providing quality resources, visits and visitors in school.

The History curriculum allows children to explore several different time periods, such as the Egyptians (KS2) and the Victorians (KS1). Teaching chronology enables children to place their learning within the bigger picture and gain a chronological understanding of different historical eras and events within.

At EGPA we are guided by the National Curriculum. This states for History that History aims are to ensure children:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.