|A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider 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.|
School Curriculum for History
Our teaching of this subject and the expectations we have of children are underpinned by the National Curriculum Programme of Study for History.
Throughout the school, children will be taught:
In Key Stage 1 (Years 1 and 2), the children will be taught:
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between the ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In Key Stage 2 (Years 3 – 6), the children will be taught:
Pupils in Key Stage 2 should continue to develop a chronological secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should not connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.