Sunrise Curriculum Intent
Our unique Sunrise curriculum is research informed to build children's interests in powerful knowledge and skills, supported by long term memory pedagogy to create life long aspirations. This is underpinned by the school vision 'You are never too young to make a difference.'
Our history curriculum forms part of St. Mary’s Sunrise Curriculum. We shape our history curriculum to ensure that pupils gain a coherent and chronological knowledge and understanding of Britain’s past and that of the wider world. We inspire pupils’ curiosity to know more about the past and how it can influence the present as well as the future. At St Mary’s, we nurture independent, confident and aspirational learners who enjoy and love learning about history, not only through experience in the classroom but also through fieldwork and educational visits. History knowledge and skills are taught through research-led pedagogy to ensure learning is embedded in long term memory and builds on prior knowledge. Our school vision is that ‘you are never too young to make a difference’ and our history curriculum aims to prepare children to be courageous advocates for change in the local, national and global community. We develop understanding of what courageous advocacy is by introducing courageous advocates across the globe, both past and present, that have faced injustice and overcome barriers in order to help others for the greater good.
By the end of Key Stage One, pupils should 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. They should use a wide vocabulary of everyday historical terms. They should 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 should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
By the end of Key Stage Two, pupils should continue to develop a chronologically 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 should 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.