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Cross-curricular links are all important in our teaching of history. It is more than likely that a study of the Victorians – for example – will tie in with what the children are learning about in art (William Morris prints), English (the novel Street Child) or geography (global locations). The study of the Egyptians might tie in with the construction of a shaduf in STEM lessons or the discussion of creation stories in RE. We do not see history as a discrete subject; making links between events and developments across cultures and disciplines is a key part of our teaching.

In Key Stage 1 children travel back to the world of the knights, kings and queens of the medieval era and begin to understand the history of London through key events like the Great Fire of London in 1666. We use stories to encourage the children to engage with historical events. The children are also shown resources to provoke questions about the past and compare historical occurrences with events today. We use art to bring history to life, focusing on a number of notable artists and exploring the depiction of key historical events.

In Key Stage 2, we explore a timeline which takes in the Egyptians, Greeks, Romans and Celts. The children approach history in a variety of ways. They are introduced to political, economic, technological and scientific, social, religious, cultural and aesthetic perspectives. The children work with historical sources to improve their understanding of the past both in depth and breadth. Using different sources teaches the children that the past can be represented and interpreted in different ways. They develop techniques for writing about the past. They are encouraged to use dates and historical vocabulary to describe events, people and key historical changes.