Intent
By the end of their time with us our children will know the stories of our communities and the events that have formed our place. They will have broad and deep knowledge of regional, national and international history and well-developed historical thinking. Their ability to investigate, consider, reflect and review events of the past will have enabled a detailed understanding. They will use with ease their understanding of change and continuity,similarity and difference, cause and effect, chronology and significance to interpret events and developments. They will ask and answer challenging historical questions that make links between events, developments, peoples and periods in the past. They will know of and select from a wide range of historical sources when using their skills of research, analysis and evaluation. They will use historical terms accurately in their effective communication of ideas and judgements. They will select and apply their knowledge and skills from other subjects to draw conclusions and communicate their findings.
They will enjoy learning, regard history as fun and want more challenges and success. They will have a mindset that accepts that tentative conclusions are the norm. They will confidently carry out their own historical investigations. They will have memories for life from visitors, visits and rich
experiences. They will have a sense of social responsibility, respect for diversity and a willingness to engage with sensitive and controversial issues. They will feel prepared for the next stage of their history education and part of their adult life. They will feel proud of themselves, their
communities and their place.
In Reception and Key Stage 1, our History curriculum focuses on three main themes that enable pupils to gain historical perspective and make connections between people, places and events in history. They study changes within living memory and events beyond living memory that are significant nationally. As part of a local history study, pupils learn about the history of our school and how our high street has changed overtime. In Year 2, some areas of study are 'Depth' units. These units allow pupils to revisit prior learning and use historical enquiry to study the person, place or event deeper and wider. The three themes that underpin learning in Reception and Key Stage 1 are:
Society: How was life the same and different for those who were rich and poor?
Significance: Why do we remember? Why is it important?
Legacy: What do we have or know now because of this event/person/place?
In Key Stage 2, pupils continue to develop a chronologically secure knowledge and understanding of British history through studying periods in chronological order from Year 3. Using themes establishes clear narratives within and across the periods they study. The themes allow for connections, contrasts and trends over time to be discussed using historical terms. Pupils regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. The five themes that underpin learning are:
Society: Rich and Poor
Settlements: tribes, civilisations, empire
Conflict: War/Power and Reconciliation
Significance : Why we should remember them
Legacy: What do we have or know now because of this event/person/place?
Throughout lessons, pupils construct informed responses that involve thoughtful selection and organisation of relevant historical information. Pupils will answer the following questions about each period of history they study:
Who were they?
Where did they come from?
Why did they come here?
How did their civilisation/empire develop/grow?
Why did they leave?
What is their legacy?
How do we know (sources)?