History Curriculum Coverage and Progression
Phase 1 Cycle A Medium Term Plans
Phase 2 Cycle A Medium Term Plans
Phase 3 Cycle A Medium term Plans
At WDPS our high quality History education supports our pupils in gaining a coherent knowledge and understanding of Britain's past and that of the wider world. It inspires our pupils' curiosity to know more about the past. History helps our pupils to understand the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups, as well as the child's own identity and challenges of their time. Woven throughout our curriculum are the five concepts: Significant people, Empire, Civiliastion, Invasion and Innovation.
The WDPS Core Values ('Learner Profile' and 'Attitudes to Promote') are embedded in the children's learning experiences in the curriculum. It equips our pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
During History, at WDPS our children develop the 'Attitudes to Promote' and 'Learner Profile' values of working together, open mindedness, risk takers, enquirers, communicators, collaboration, creativity, enthusiasm and adaptability.
During Phase 1 at WDPS, pupils are taught about:
- changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
- events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
- the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
- significant historical events, people and places in their own locality.
Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Our pupils are able to note connections, contrasts and trends over time and develop the appropriate use of historical terms. They begin to address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They are able to construct informed responses that involve thoughtful selection and organisation of relevant historical information. Our pupils are beginning to understand that our knowledge of the past is constructed from a range of sources.
During Phase 2 at WDPS, pupils are taught about:
- changes in Britain from the Stone Age to the Iron Age
- the Roman Empire and its impact on Britain
- Britain’s settlement by Anglo-Saxons and Scots
- a local history study
Pupils extend and continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They continue to note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and devise historically valid questions about change, cause, similarity and difference, and significance. The pupils at WDPS continue to construct informed responses that involve thoughtful selection and organisation of relevant historical information. They understand how our knowledge of the past is constructed from a range of sources.
During Phase 3 at WDPS, pupils are taught about:
- the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300