Our intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding of Britain’s past and that of the wider world. The study of history ignites children’s curiosity about how and why the world, our country, culture and local community have developed over time. Children will understand how the past influences the present. History will enable children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values and their understanding of what makes a good and responsible citizen.
Through our history curriculum we aim to:
Learning will start by linking back to prior knowledge. This will be scaffolded to support children to recall previous learning and make connections. Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts. Tier three subject specific vocabulary is displayed on the learning wall along with key facts and questions. Our historians will be given a variety of experiences both in and out of the classroom where appropriate to create memorable learning opportunities and to further support and develop their understanding.
Chronology - Developing an understanding of chronological contexts.
Continuity and Change - Learning about what has changed and what has stayed the same.
Cause and Effect - Discovering why something happened and what the consequences have been.
Significance, Interpretation and Impact- Considering the effect events had on people at the time and into the future.
Historical Enquiries - Communicating research from primary and secondary sources.
Historical Vocabulary - Using words and phrases that describe the passing of time and context of civilisations.
Observing - Read critically: search for clues in texts, documents - and images, too.
Questioning and Investigating - Critical thinking skills: be curious and use logic to ask questions. Find and retrieve evidence: this includes both primary and secondary sources. Handle sensitive evidence carefully and responsibly.
Analysing and Interpreting - Key traits to develop are integrity, determination and empathy - to put yourself in someone else’s shoes.
Reflecting and Concluding - Develop keen judgement and make reasoned decisions: this includes making moral and ethical choices.
Recording and Communicating - Communication skills: explain and inform by writing and speaking well.
KEY KNOWLEDGE – Constructing the Past
Building a coherent knowledge of the past through periods of history.
History is taught in EYFS as an integral part of the topic work through child-initiated and adult led activities. The children are given the opportunity to find out about similarities and differences in past and present events in their own lives, and those of their families and other people they know. They will also talk about the lives of people around them and their roles in society. In the Foundation stage history makes a significant contribution to developing a child’s understanding of the world through settings, characters and events in books, children will discover the meaning of new and old in relation to their own lives.
There will be an increase in the profile of history across the school. The learning environment across the school will be more consistent with historical technical vocabulary displayed, spoken and used by all learners. History lessons are enjoyed by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons, child-led assessments and summative assessments aimed at targeting next steps in learning.
By the time the children will Thakeham Primary School they will have developed: