History has always been held in high regard at North Ealing Primary School (NEPS), with the school’s own rich history within the context of the local area a celebrated and inspiring feature of the school. The history curriculum at NEPS makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.
Early Years Foundation Stage (EYFS) follow the ‘Development Matters in the EYFS’ guidance which aims for all children to have a greater understanding of the World, covering the following aspect – People and communities, The world, and Technology – including concepts such as past and present, cultures and communities.
In Key Stage 1 and 2, we teach history via an enquiring, coherent curriculum to ensure that all children: gain solid knowledge and understanding of Britain’s past and that of the wider world; are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups.
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 across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives with a strong emphasis on the community and local area. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians.
Outcomes in history are based on agreed success criteria, ability to ask perceptive questions and think critically recordings in books, and development and application of key historical skills.
‘A people without knowledge of their past history, origin and culture is like a tree without roots.’ – Marcus Garvey