History at Pucklechurch

There are no images to display in the slideshow.

​Our intent

We intend to provide our children with a rich and varied curriculum which enthuses children to develop a genuine love and hunger for learning. This will in turn encourage the development of skills and knowledge associated with the subject.

We believe that the implementation of wide cross-curricular learning opportunities and experiences support children’s development of conversational skills, levels of engagement, debating and reasoning skills throughout the learning process.

This impacts on our learners by supporting their development of detailed knowledge, vocabulary and skills which are transferable across the whole curriculum.

Our implementation

The history curriculum includes four sections; chronology, interpreting and investigating, knowledge and understanding and relevant vocabulary. Rich resources and enticing themes support the children to learn key skills in a meaningful and interesting way.

Learning will begin in reception as they recall significant events in their own lives including special times with their families or friends and move on to learning about significant changes within living memory as well as significant events beyond living memory such as The Great Fire of London in Key Stage 1. Children will also learn about the lives of significant individuals who have contributed to national and international achievements. Examples of such include Neil Armstrong and Christopher Colombus. In Key Stage 2, children will learn about the changes that took place in Britain from Stone Age to Iron Age. Other areas of history include the Roman Empire and its impact on Britain and the Viking and Anglo Saxon struggle for the United Kingdom. These themes will provide them with opportunities to develop their skills in order to 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.