History Curriculum intent

In the Early Years Foundation Stage (EYFS), the area of "Past and Present" directly links to foundational history concepts by encouraging young children to begin exploring their personal and family history and understanding changes over time. In the EYFS, history is introduced through topics like "All About Me," where children talk about themselves, their families, and their experiences, creating a first awareness of the past. For example, they may discuss events like birthdays, family traditions, or how they have grown, helping them see that the past differs from the present.

Children also explore changes in seasons and daily routines, which helps them grasp continuity and change on a basic level. They start to recognize that things and people change over time and develop language to describe these changes, which are key historical skills. This foundation not only builds their understanding of "Past and Present" in a familiar and relatable way but also prepares them for more structured history concepts they will encounter in Key Stage 1 and beyond.

The history curriculum at Wellstead Primary School is designed to immerse students in an engaging and comprehensive exploration of the past, encouraging them to develop essential enquiry skills within a structured, chronological framework. Pupils across the school engage in a variety of disciplinary and core skills, driven by enquiry-led learning, which enables them to address and devise relevant questions rooted in key historical competencies. These competencies include significance, making connections, cause and consequence, continuity and change, chronology, and interpretation. Through focused topics such as local history in Eastleigh and the significance of Wellstead, students connect historical events to their own community. This layered approach, building on secure chronological awareness and substantive knowledge, fosters students’ ability to think, discuss, and act like historians, preparing them with the analytical skills needed to understand how history shapes both the present and future. The curriculum ultimately aims for students to become well-rounded historians by the end of Year 6, equipped with both knowledge and the disciplinary mindset to explore history critically.

At Wellstead, the History curriculum links closely with English and Geography, enhancing students' learning across subjects. In English, history supports literacy development by encouraging reading of historical texts, writing recounts from historical perspectives, and engaging in discussions or debates about past events. In Geography, history helps students understand how geographical features, such as rivers or mountains, influenced the development of civilizations. It also allows students to explore the connections between places and historical events, such as the Industrial Revolution and Eastleigh. These links create a richer, more contextual understanding of both history and the world around us.

Our History curriculum, combined with National Curriculum objectives, creates an inquiry-based approach that fosters deep, critical thinking. Using SOLO and Bloom’s Taxonomies, students progress from foundational knowledge to higher-order skills like analysis and evaluation. Each unit is built around overarching questions that challenge students to explore concepts such as continuity, change, and significance, with local studies on Eastleigh and Wellstead adding relevance.

Our curriculum is closely aligned with the school’s core learning values. Through the study of historical periods, cultures, and individuals, students develop respect for different perspectives and the complexities of human experiences. Reflection is encouraged as students analyse cause and consequence, helping them consider how past events shape the present. The curriculum promotes aspiration by challenging students to think critically, ask meaningful questions, and strive for a deep understanding of history. Students learn adaptability by examining how societies and individuals responded to changing circumstances over time, drawing parallels with their own lives. Collaborative work is emphasised through group discussions and projects, where students build collaboration skills by sharing ideas and exploring different viewpoints. Finally, the curriculum fosters independence by encouraging students to lead their own enquiries, make interpretations, and form evidence-based conclusions, preparing them to think and act as independent historians. Through these values, the curriculum not only enriches historical knowledge but also builds essential life skills.

We provide students with rich, hands-on learning experiences through a variety of field trips and interactive workshops. These visits and activities are designed to bring history to life, reinforcing classroom learning by immersing students in relevant historical contexts. For example, Year 1 visits Portchester Castle and engages in a themed "Kings & Queens" day, allowing them to explore mediaeval history through costume and storytelling. In Year 2, students experience the Great Fire of London workshop at Victoria Country Park, linking their studies of significant events in British history. Year 3’s visit to the Roman Baths complements their study of Roman history, while Year 5 explores the impact of the Industrial Revolution at the Watercress Line and learns about ancient Greece through an art gallery visit. Year 6’s trip to the Mary Rose Museum allows them to examine Tudor history up close. These well-rounded experiences not only deepen students' historical understanding but also build their excitement and curiosity about the past.