In History, we learn about the past and how it shapes our future. This makes us Historians.

Welcome to our History curriculum page. 

Here at Riddings Infant and Nursery School, we follow the National Curriculum for History, as defined by the Department for Education. The purpose of study is to provide: 

"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."

Intent

Our History curriculum has been designed to ensure that we meet the children where they are and develop their understanding of how they fit in the world. We start with our local area and community, then to national events and thus how these things have affected the whole world. Our school's KINDER and British values are paramount throughout the teaching of History. This ensures that children know about the past and how this shapes our future. 

At Riddings Infant and Nursery School we aim to develop: 

Successful learners – we teach lessons that have chances for pupils to be analytical, curious and to articulate their thinking, ideas and opinions.  

Confident individuals – we teach lessons that give opportunities for pupils to express their thoughts, ideas and opinions, as well as taking into consideration the opinion and viewpoints of others.  

Responsible citizens – we teach pupils to be resourceful learners who use their initiative, and make a positive contribution to society and become global citizens. We reflect on current events and discuss our thoughts on these. 

Cultural capital is a key feature within our schemes of work; pupils are exposed to a range of great historical figures, eras and cultures who have shaped our history and have contributed to the culture, creativity and wealth of our nation, as well as some of the greatest achievements of mankind.  

Implementation 

At Riddings Infants, staff plan lessons carefully to ensure skill and knowledge progression is paramount and that meaningful cross-curricular and thematic links are made. 

At Riddings Infant and Nursery School, we have constructed an ambitious History curriculum, which follows the content of the EYFS statutory framework and the National Curriculum. 

The History curriculum feeds into the whole school curriculum. Through our History progression map it is evident that our curriculum is a knowledge-engaged one, meaning that pupils learn skills alongside knowledge, ensuring that both are explicitly developed. It builds upon pupils’ prior knowledge, development and understanding. Alongside the progression pathway our vocabulary pathway supports the high expectations for expanding and developing the children's oracy. 

We provide opportunities for pupils to discuss feelings and opinions about their knowledge of History and to respect and value the work and opinion of others, work collaboratively on projects and be respectful towards each other’s ideas and opinions. 

To develop the cultural capital for all pupils, we have planned a range of experiences and educational visits for pupils to enhance the History curriculum. These experiences such as visiting local landmarks, specialist visitors, and celebrating cultural events are opportunities which pupils may not normally have access to. The range of experience and learning opportunities we offer ensures that our pupils benefit from a variety of spiritual, moral, social and cultural activities. 

We provide an inclusive curriculum, ensuring those who have special educational needs and/or disabilities and those who are disadvantaged can all receive the same opportunities as their peers in History. Coordinators work closely with the SENCO to ensure that their subject has carefully considered the needs of children with SEND and can be adapted as necessary so all children are able to access the learning and experiences that are planned.

Expectations are high for every pupil with appropriate levels of challenge and support. We want our pupils to remember more, know more and understand more about History and historical knowledge of our local area, nationally and globally. 

Learning journey displays are key to ensuring the children retain that historical knowledge. These are revisited at each new lesson, to build on prior learning. Furthermore, these are added into floorbooks and put in the children's book corners. At the end of the academic year, these books are passed on to the next year group, so the children can revisit their prior learning. Memory Mondays are where children revisit previous knowledge or skills. The children are enthusiastic, passionate and articulate when recalling this knowledge. 

In EYFS and Year 1, continuous and enhanced provision supports the History curriculum. It does this by giving children opportunities to: 

• Embedding and practising taught skills 

• Exploring, wondering and questioning 

• Experimenting and playing with possibilities

• Researching and seeking information 

• Clarifying existing ideas 

Impact

Children will leave Riddings Infant and Nursery school with the key Historical knowledge and skills to support them in their next stage in education. They will be able to: 

EYFS End Point: 

By the end of Reception, pupils are ready to access the KS1 programme of study. They confidently talk about past and present and can discuss events in their life and personal experience. They can draw on knowledge of the past, through stories that they have read.  

In Key Stage 1:

Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They use a wide vocabulary of everyday historical terms. They ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They understand some of the ways in which we find out about the past and identify different ways in which it is represented. 

Monitoring shows that children at Riddings Infant and Nursery School are able to remember key knowledge and skills from the History curriculum. Our unique curriculum ensures that every child is given the opportunity to thrive and achieve. 

Road Maps

The progression pathway has been created to ensure development of the key knowledge and skills. This ensures that History is built upon year by year. This supports teachers to plan and assess in History. 

Cultural Capital 

‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’

Ofsted School Inspection Handbook 2019

By the very nature of History as a subject we look closely at significant figures and events both locally and nationally to explore the impact on the social and economic environment of our local area as well as nationally and internationally.

• A progressive vocabulary overview
• Progression maps for History
• Road maps of a child’s journey through our school
• Making links between History and other areas of learning
• Diverse voices in our curriculum
• History books key stage reading area enhancements 
• Curriculum displays in every classroom
• Enhancement days and assemblies–
• Remembrance Sharing Assembly to look at why we remember and the impact of both Wars on the local community
• Queen’s Platinum Jubilee Celebration
• The King’s Coronation
• School trips –

Village walks for Historical skills

Visitors- Grandparents