History is a fascinating subject and provides a wealth of opportunity for our young people. At Clapham Manor we want children to ‘do’ history, and not just learn about it - we encourage our young historians to be able to understand era, society, change and importantly, how history is formed. Our history offer will allow children of all ages to both “move beyond the experience they bring to school and to acquire knowledge that is not tied to that experience” (Young, 2014, pp. 8 -9).
Our ambition is to create thinking, questioning and evaluative young people that have a solid grasp of the chronology and events in British and wider history. A high-quality history curriculum at CMPS will look at both British and world history, and will move from Ancient Times to the modern day, yet will provide an offer that is relevant and reflective of the community we are a part of. We want every child to be able to see themselves reflected in our history curriculum.
In the Early Years we want children to have an understanding of their own personal history and understand that some things happened before they were born. Teachers will build on the interests of the children when it comes to historical areas for study, as research shows that working ‘from where the child is’ provides excellent results
(Anna Ephgrave, Planning in the Moment, 2018).
By the end of Key Stage One, we want children to have a good grasp of chronology and understand that not all events are split into just ‘the past’ and ‘the present’. We aim for children to understand that there were certain historical events and figures that shaped the way we live today and to celebrate many diverse individuals.
By the end of Key Stage Two, we want children to have developed a strong understanding that history can take many forms. Our ambition is to upskill children to feel ready and confident to tackle important issues and questions in later life, with a full understanding of how perceptions can shape the narrative of history. We aim for a broader understanding of the ‘big picture’ of the past, by incorporating topic overviews and knitting together learning from past years and making comparison (Shemilt, 2009).