We have developed our History curriculum to fire children's curiosity to know and understand about the past in Britain and the wider world.
In History at Four Swannes, children are encouraged to ask questions and to think critically about the past and how it has shaped the world today. They learn to analyse sources of evidence and critacally examine evidence- vital skills for modern life.
Our History curriculum helps children to understand the process of change and how this has shaped many aspects of our world today. Children consider how the past influences the present, what past societies were like, and what beliefs and cultures influenced people's actions. As they do this, children develop a chronological frame work for their knowledge of significant events, periods of time and people. The learn how to emphatise with people from different eras and how to compare and contrast life in different times. This helps them to understand their own identity and that of others in Britain and the wider world.
Our History curriculum enables children express their learning throught Art, drama, discussion and writing. Themed days sometimes organised, where the children dress in character and experience life in the time period, deepen the learning and are a great source of enjoyment.
History Curriculum Requirements
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 for history aims to ensure that all pupils:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key Stage 1 National Curriculum Expectations
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.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught:
Key Stage 2 National Curriculum Expectations
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.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught: