HISTORY CURRICULUM OVERVIEW
At Bournehall Primary School we value history because it:
- enables children to know about significant events in British history and to appreciate how things have changed over time.
- helps children understand society and their place within it, so that they develop a sense of their own cultural heritage.
- develops in children the skills of enquiry and investigation
A HISTORIAN HAS:
- 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.
Chris Quigley – Essentials Curriculum
CONDITIONS FOR LEARNING
Children tell us that they enjoy history and learn best when they:
- they visit places of historical significance
- when they handle artefacts
- when visitors come into the school
- stories set in the past
- use the laptops/iPads to research
- make class books
- understand the big picture and the small steps
- see and learn historical words
- relate life in the past to life today
- learn about men and women from the past
- ask their own questions
- share their learning with others
- is a process of enquiry, a search for evidence and the examination of this evidence by sorting, evaluating and weighing it up.
- uses evidence to imaginatively reconstruct the past
- is the using of skills to fill in the gaps and infer how it might have been
- involves seeing different versions of the past – looking at how they are similar and how they differ
- uses enquiry questions
- encourages the children to sort, classify and sequence
- needs the children to learn to ask as well as answer questions
- develops children’s curiosity to know more about the past
- develops an understanding of chronology
- fosters in children an interest in the past.
- uses timelines to revise prior learning and to set the period of study alongside other events/people studied
- should include reflection on , “How has this made my life/others’ lives/the world different?”
"A people without the knowledge of their past history, is like a tree without roots." Marcus Garvey