History
Subject Vision: “A people without the knowledge of their past history, origin and culture is like a tree without roots.” – Marcus Garvey
Our history curriculum aims to inspire our pupils’ curiosity to know more about the past and how it has shaped the present – and could influence the future. History helps pupils to understand the process of change and the diversity of past societies, as well as their own identity and the challenges of their time. We aspire that pupils will use their knowledge and historical skills to help them make informed life choices and be open-minded citizens who will make a valuable contribution to society by asking perceptive questions, thinking critically, weighing up evidence and developing perspective. Our local area has a rich and diverse history that we believe should be woven into our curriculum so that children develop their understanding of the history of the community in which they are rooted, along with the history of Britain and the wider world.
Statement of Intent:
We seek to create a life-long love of the subject, through teaching our children to consider overarching questions, learning from visitors, trips, and through the use of historical artefacts, sources and interpretations of history. This enables our children to be historians – piecing together evidence – and we see historical enquiry as the vehicle for engaging and enabling them – allowing children opportunities to apply their knowledge and use disciplinary skills. As they continue on their journey of History, we aim to foster a deep understanding of the subject that develops alongside their skills. Our curriculum is designed to provide our children with the subject specific language they need to describe, question and discuss historical events and their impact on the world. Our pupils are encouraged to recognise that they have a voice and to use it confidently to debate topics that they feel passionate about. We aim to produce well- rounded individuals by providing our children with opportunities to expand their cultural capital and experiences of the world.
Whimple has chosen a knowledge-engaged curriculum. This means following a skills-progression curriculum model with knowledge underpinning the application of skills. The 2002 Education Act requires schools to provide a ‘balanced and broadly based curriculum’ which promotes the spiritual, moral, cultural, mental and physical development of children at our schools and prepares them for the opportunities, responsibilities and experiences of later life. We intend to deliver the 2014 National Curriculum in a purposeful, engaging and creative way by providing a broad curriculum that ensures that there are enough subjects on the timetable and a balanced curriculum that ensures that each subject is given sufficient space on the timetable to deliver its distinct contribution. The school curriculum is broader than the National Curriculum and our intention is to give children a richer and deeper experience that is not limited.