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Enfield Learning Trust
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History

Intent:

  • At Chesterfield, we want our children to love history. Within our teaching of history, we aim to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
  • Our history curriculum will aspire pupils’ curiosity to know more about the past and equip pupils to ask perceptive questions, think critically, weigh evidence, construct arguments, and develop perspective and judgements. 
  • We deliberately foster strong links between our history and PHSE curriculum, British Values and SMSC development as the children begin to understand the complexity of people’s lives, the diversity of societies and the relationships between different groups. 
  • Inline with our curriculum driver, developing aspirations and possibilities for all, we want children to have no limits to what their ambitions are and grow up wanting to be museum curators, archaeologists or research analysts. Our curriculum drivers of oracy, emotional intelligence and aspirations for all shape every aspect of history, are embedded in teaching and learning and develop the child as a whole. 

Implementation: 

  • Our history curriculum is designed to ignite children’s curiosity and imagination about the past through themes called the ‘Learning Quest’. 
  • We use an enquiry-based approach to explore the past and learn about key periods.
  • Sequences of lessons build on prior learning, make meaningful connections within and across subjects and enable children to know more and remember more over time. 
  • Our carefully planned history curriculum ensures continuity and progression of learning that deepens children's understanding of key historical concepts and enables children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
  • Carefully selected skills are chosen to best match each unit of work and progress year on year. Opportunities to practise and embed skills are planned for so that they are revisited and refined over time. 
  • Historical vocabulary develops and evolves from EYFS to KS1 and through to KS2. The promotion of a language rich history curriculum is essential to the successful acquisition of knowledge and understanding in history.  
  • We maximise the opportunities that our home city of London has to offer in terms of its rich history and vast array of museums and cultural sites. High-quality educational experiences (visitors and trips) develop pupils' confidence and deepen their understanding. 

 Impact: 

By the end of their primary education our children will:

  • Have a developing sense of curiosity about the past and how we interpret the past in different ways.
  • Have a respect for historical evidence and the ability to make critical use of it to support explanations and judgements.
  • Discuss, debate and evaluate the past communicating ideas confidently in a range of ways.
  • Have a chronological understanding of the main events in British history.
  • Begin to understand why and how things have changed, recognising some of the causes and consequences of these changes.
  • Understand how people have lived in the past, both in Britain and around the world, and begin to make links between the past and modern times.
  • Gain a sense of their own identity and the challenges of their time
  • Learn from other cultures, respect diversity, co-operate with one another and appreciate what they have.