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Our History Curriculum

Our History Curriculum

 

At Comber Grove, we are proud of the diverse History curriculum, entrenched in inquiry and critical thinking.

 

Our History curriculum ensures that children learn about a broad range of history covering perspectives from: different races, ethnicities, women's voices, disabilities, LGBTQIA+ voices and different religions. There is a whole school theme each term, related the the UN's 17 Sustainability Goals - ways to make our world even better.

 

 

History has always been held in high regard at Comber Grove, with the school’s location having its own rich history. The History curriculum at Comber Grove makes full use resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.


Topics are informed by the National Curriculum (2014) and are sensitive to children’s interests, as well as the context of the local area. The History curriculum at Comber Grove is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. At Comber Grove, we have a range of fantastic resources through visitors and visits. Our staff are incredibly enthusiastic about the teaching of history and this can be seen in the classroom. As a school, we are constantly developing our enquiry skills.

 

In line with the National Curriculum (2014), the curriculum at Comber Grove aims to ensure that all pupils:

  • Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past;
  • Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement;
  • Understand the importance of enquiry skills, when learning.
  • Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

 

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