Curriculum Intent

The aim of the history curriculum at Grundisburgh Primary School is to ignite an interest in History and develop a thorough understanding of the skills and objectives laid out in the National Curriculum.

Curriculum Implementation

The history curriculum at Grundisburgh Primary School is taught within a topic. Topics are informed by the skills and objectives laid out in the National Curriculum and reflect children’s interests, as well as the context of the local area. Cross curricular outcomes in history are specifically planned for enabling further contextual learning. 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. Thought is also given to how greater depth will be taught, learnt and demonstrated within lessons, as well as how learners will be supported in line with the school’s commitment to inclusion. The local area is also fully utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice. The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in Reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. The Early Years outcomes taught at Grundisburgh Primary School are prerequisite skills that feed into the children’s later learning of the History National Curriculum. 

Curriculum Impact

Outcomes in topic and literacy books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and a curiosity to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular heritage projects and historical trips provide further relevant and contextual learning. Engaging member of the community in children’s learning provides positive role models from the community for children to learn from and a purpose for their questioning.

Curriculum Progression Map