- to inspire pupils’ curiosity to know more about the past
- to have the opportunity to examine, interpret and evaluate a variety of sources to make deductions about the past
- to equip children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement
- to use their historical knowledge to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups
- to help children understand how events have influenced and still influence the world today: continuity, changes, causes and consequences
- to be able to think about what we can learn from historical events and figures and how they have influenced the world we live in today
- In doing so, we aim to give children gain a sense of their own identity as part of modern day British society.
In KS1, children focus on the world around them and their living memory of History before moving to events that go beyond living history. This ensures a firm foundation for KS2 History. Children are encouraged to ask questions about life in the past and they choose and use parts of stories and other sources of information to show that they know and understand key features of past events. Where possible, units of history link with the year group’s wider topic to encourage cross-curricular links.
In KS2, children continue to develop a chronologically secure knowledge and understanding of British, local and world history. World and British units are in chronological order as children move through the school. This allows children to reference previous events in time and refer to prior learning. It ensures pupils make direct links between historical time periods, understanding the reasons for the demise in one period and the rise/start of another. It encourages children to note connections, contrasts and trends over time and develop the appropriate use of historical terms. This is delivered through pupil research, trips and reading. Children apply this learning through posing questions, writing accurate accounts and narratives. Meaningful links with other subjects are made to strengthen connections and understanding for pupils, particularly in reading and writing.
Teachers plan with skills progression and knowledge in mind. All learning starts by revisiting prior knowledge to encourage children to make connections. Children also look at where the unit of history fits on a wider timeline. Knowledge Mats provide children with subject-specific vocabulary and key learning that includes a timeline with important dates and events as well as information about important figures. Knowledge Mats for each term can be found on the relevant year group learning page. Click here to see an example.
Within each unit, teacher’s planning follows a progression of skills that is set out in order to build and develop the following areas:
– Chronological Understanding
– Knowledge and understanding of events, people and changes in the past
– Historical Interpretations
– Historical Enquiry
– Organisation and Communication
The subject leader checks medium term plans each half term to ensure there is sufficient coverage, there is clear, coherent sequencing of content and there is progression and challenge appropriate to the year group.
- Children will become increasingly critical and analytical within their thinking, making informed and balanced judgements based on their knowledge of the past.
- Children will become increasingly aware of how historical events have shaped the world that they currently live in.
- Children are to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.