History helps pupils to understand the complexities of people’s lives, the process of change, the diversity of societies and the relationships between different groups as well as their own identity.
We are fortunate to be on a site of an ancient monument, so history is all around us every day. The original site dates back almost a thousand years, whilst Lady Katherine Leveson was a significant figure in Tudor times.
As ‘confident learners,’ we intend to challenge our pupils to develop a deep knowledge and understanding of historical events and the impact those events have had on shaping the world we know today. Through an investigative approach, we want our pupils to reflect on and consider the impact, both positive and negative, of the decisions made in the past. We will encourage them to challenge and question what has happened and consider their visions for the future. Through high quality teaching we will help children to gain a sense of their own identity within a social, political, cultural and economic background.
Our dynamic and rich history curriculum will equip the children to ask perspective questions, think critically, weigh evidence, sift arguments and develop perspective and judgment.
As ‘joyful leaners,’ we intend that our pupils will enjoy their learning. Our rich history curriculum will foster awe and wonder, motivating children to want to find out more. We want the children to talk enthusiastically and passionately about their history lessons and take this with them into the wider community. As ‘global learners,’ we intend to look beyond our own community. We want to develop links through visits, correspondence and study locally, nationally and internationally. We intend that our pupils will have a world view on historical events but will also have a good understanding of their own local area’s past.
- An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.
- The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.
- The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a
range of sources.
- The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry.
- A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why
people interpret the past in different ways.
- A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.
- A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.
Investigate and interpret the past
This concept involves understanding that our understanding of the past comes from an interpretation of the available evidence.
Build an overview of world history
This concept involves an appreciation of the characteristic features of the past and an understanding that life is different for different sections of society.
This concept involves an understanding of how to chart the passing of time and how some aspects of history studied were happening at similar times in different places.
This concept involves using historical vocabulary and techniques to convey information about the past.
Family history Changes/events from their living memory
Tudors, The Plague and the Great Fire of London
Kings and Queens
(Queen Elizabeth I/II/ Queen Victoria)
Stone age/bronze age/iron age
Seasons and changes
Florence Nightingale/Mary Seacole/Edith Cavell
The Knights Templar
Seaside holidays past and present
Transport through time/ Steam engine/ flight
Changing Me – The Industrial Revolution