At George Washington we have a rich and varied history curriculum that engages all pupils from reception through to year 6. We aim to give children an awareness of the past and how it was different from the present, an understanding of the sequence of historical events and an ability to explore some of the ways in which historians find out about the past. Whilst we follow the National Curriculum, each year group strives to make it as dynamic and interesting as possible, enriching the learning of every child through creative teaching, fantastic activities, and unique experiences.




In Early Years, children will talk about the past and present in their own lives and in the lives of their family members. They will become increasingly aware of the changes in routines during different times of the day and the seasons in the year. They will also learn about similarities and differences between themselves and others, among families, communities, and traditions.



In KS1, pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods of time. They will use a wide vocabulary of everyday historical terms. They will ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They will also understand some of the ways in which we find out about the past and identify different ways in which it is represented.



In KS2, pupils will continue to develop their knowledge of chronology. They will have secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.