Subject Leader: Jon Stark
Governor with responsibility: Dave Chapman
All policies are available on the Policies page.
Our Vision (Intent):
|As subject leader for History I want the pupils within our school to have a understanding of the history of the world and how it effects the modern era. I want the children to have a rich and diverse study of people who have made a significant contribution to the world around us and that these studies reflect the diverse culture and nature of the world in the 21 Century. Pupils should be immersed in the study of the subject which fosters enjoyment (all years).
Key stage 1 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 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.
Key stage 2 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note 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.
By the end of Year 2 pupils will have been taught: An awareness of the past, using common words and phrases relating to the passing of time
By the end of Year 4 pupils will have been taught: A chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
By the end of Year 6 pupils will have an awareness of and had the experience of: Being able to contextualise the history studied and link historical events through a range of sources making links between historical events.
Behind the Vision:
Our vision is that the subject is highly valued and taught effectively across the school. It is crucial that History is a mixture of skills and knowledge so that famous events and people can be put in the correct historical and social context. The reason for this is that pupils are prepared for the skills that they will need in this subject going through to high school but will also be aware of the contextual nature of the subject and how it is impacting on the world we live in both socially and culturally.
In order to achieve the vision:
- Solid evidence in books which highlights the breadth of the subject and effectiveness of teaching.
- Teaching which includes a mixture of skills-based knowledge and historical facts/figures.
- Create a historical curriculum that is representative and reflective of all members of the school community.
Planning and progression of our curriculum:
|Year A||Seaside in the Past||Victorian to Modern Day Children||Mary Seacole and Florence Nightingale|
|Year B||Toys from the Past||The Great Fire of London||Pioneers in Space|
|Year A||Stone Age to Iron Age||Romans and Celtic Britain||Saxons and Vikings|
|Year B||The Battle of Hastings and the Normans||Tudors and Stuarts||The Pendle Witches|
|Year A||Victorian Britain||Extended Chronological Study||Ancient Egypt|
|Year B||World Wars to Modern Day||Tha Mayans||Ancient Greeks|