At Wimbledon Chase Primary School, we strive to ensure that our students develop a range of skills that will equip them for their future. We aim to allow the children to develop skills to be able to ask perceptive questions, think critically and analytically, weigh evidence and develop an empathetic understanding of the culture and history of their own, and the wider world.
We aim to deliver the curriculum using a rich and multi-faceted approach. Termly history topics cover a wide range of topics, from Prehistoric Britain to the Second World War Home Front. In Early Years and Key Stage 1 the focus is on developing skills and thinking about their own personal history. In Key Stage 2 the focus is on more knowledge based work.
How we teach History at Wimbledon Chase Primary School
At Wimbledon Chase, we teach history through an enquiry based approach. Historical enquiry allows our children to question, interpret, explain and communicate their reasoning as a historian. Each history topic is introduced with a knowledge organiser; an overview of what will be covered and explaining the knowledge that will be learnt. Each lesson explores one aspect of the topic; for example, in Year 3 we might explore the process and use of mummification in Ancient Egypt. Within lessons, children will be exposed to and encouraged to use and interrogate a range of primary and secondary sources to deepen and expand their knowledge. As children move through the school, their knowledge grows across different time periods, building upon and developing their skills from previous learning.
Lessons might well incorporate:
Object handling, of both replicas and primary source materials
Presentations using range of images, maps and film clips
Individual and group research
Where possible, a range of outdoor learning opportunities are made to relevant sites (including; Butser Farm for Year 3 and Fishbourne Roman Palace for Year 6) as well as using outside providers such as theatre groups.
We are proud that Wimbledon Chase aims to ensure that all pupils enrich their personal cultural capital; leaving with an understanding of how they, and their families, are linked to the historical fabric of their local area, country and the world.