At Langley Fitzurse, we set a curriculum that is ambitious and motivating for all pupils. The curriculum is in accordance with the national curriculum and provides our pupils with the building blocks they need to know and achieve, in order to succeed in history.

Our curriculum is broad and balanced for all pupils. We include local, British and wider world topics. There is more to the history curriculum than just the National Curriculum topics. In this way, we strengthen what is  distinctive about our school. They should learn about the wide range of cultural influences that have shaped their own heritage and that of others .It encompasses the British Values throughout. This cultural capital gives students the vital background knowledge required to be informed and thoughtful members of our community. We aim to create inquisitive minds.

Our curriculum is successfully adapted, for all abilities, including those pupils with SEN. Our curriculum is coherently planned and sequenced. We have a structured, chronological approach but have adapted this to allow for the need to stretch our older children with more complex learning and deeper thinking. Our planning focusses on skills, concepts and processes and is intent on inspiring curiosity.

Our History curriculum has been designed with the intent that our children will:

• Become increasingly reflective, critical and analytical thinkers
• Possess a secure understanding of key subject specific vocabulary as well as the chronology of the British Isles and other import periods of History
• To discover links and connections to the History they learn and the wider community and locality
• Further their knowledge and explanations of change and continuity over time with regards to the history of the British Isles and other societies and epochs
• Differentiate between source types and explain how interpretations in History may differ
• Draw on similarities and differences within given time frames and across previously taught History
• Enquire in to Historical themed questions and form their own opinions and interpretation of the past
• Question historical decisions and evidence so that equality is promoted, diversity is celebrated and prejudice is negated.

History coverage and progression documents to come…