History

Topics are informed by the national curriculum and linked to the Quigley Essential Curriculum, as well as to the local area. The history curriculum at Ditton is planned and structured to ensure that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014 and Quigley’s Essentials Curriculum, at Ditton we aim for all pupils to:

• Enhance their ability to think critically about history and communicate ideas confidently;
• Gain a passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways;
• Begin to gain an excellent knowledge and understanding of people, events and contexts from a range of historical periods and of historical concepts and processes.

History is taught across the school to ensure that all children deepen their understanding of historical topics. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group. By the end of year 6, children will have a breadth of knowledge about key periods in History, from Stone Age to present day. They will be able to draw comparisons and make connections between different time periods and their own lives.  Cross curricular outcomes in History are specifically planned for, with links between the History curriculum and English lessons.

To enhance children’s learning and understanding, the local area is utilised, and opportunities for learning outside the classroom are used and encouraged by class teachers. Every year group carries out a History Day to enrich the children’s understanding of a particular topic, allowing them the opportunity to immerse themselves into the cultural practices of that time period.

Planning is informed by both the national curriculum and Quigley’s Essentials Curriculum. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge.