Mrs Turner is responsible for History. This means ensuring there is an ambitious curriculum set, supporting teachers to implement it through high-quality lessons and checking that everything is helping children to know more, remember more and do more.
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Purpose of Study
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.
Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
History helps pupils 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.
The National Curriculum - History key stages 1 to 2
know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
We are setting out to help our pupils be ...
We will do this by ensuring ...
We will have made a difference when ...
These are our big takeaways called ‘threshold concepts’ - an overview of what we want pupils to know. They are the same for every year group and help us to ensure we build learning on the same ideas, that way we help children to be able to remember more meaningful connections rather than remembering isolated facts.
Everyday life changes across time and can be influenced by invasion, conflict and past civilisations.
Progression on a Page ...
Here is an overview of what we expect children to be taught, know and do by the end of each year group.