History 

 

“Because our school has naturally inquisitive children, our humanities curriculum gives the opportunity to investigate, explore, compare and contrast their experiences with those of others.”

 

At Studlands Rise we aim to produce high quality history education that will help pupil’s gain a coherent knowledge and understanding of the wider world. We aim to inspire pupil’s curiosity and fascination about the world in the past, present and future and develop transferable skills. The children are encouraged to ask perceptive questions and think critically about significant people, events and time periods. We ask deep level questions and use these as a basis for an enquiry based curriculum using secondary sources to deduce and learn.

 

The 2014 National Curriculum highlighted the importance of skills alongside knowledge. Due to this, Studlands follows a skills based curriculum. Within history, we cover a range of local and world history and events. As mapped out by the National Curriculum 2014, these skills are progressed throughout the School. 

 

Intent

As a school, it is our aim to instil a love of History in all our children.

We work hard to construct an interesting and ambitious curriculum that inspires and motivates our children while meeting the needs of all backgrounds, cultures and abilities. Our language rich curriculum should inspire children’s curiosity to know about the past. Children should ask perceptive questions about the past and think critically using sources of evidence to support their opinion. They should understand how people’s lives have changed, how diverse societies were and the challenges that were faced.

We aim to develop a skills and enquiry based curriculum looking at future outcomes for our children.

From EYFS up to Year 4 the children will be taught about various British and worldwide historical events and famous historical figures, many of which have shaped the world today. We will create every opportunity to link History to other subjects and ensure that our teaching of history is not episodic but that our children understand the time in the context of a timeline of events. 

 

Implementation

As a school, we follow National Curriculum guidelines to ensure all aspects, knowledge and skills of History are being taught across all year groups.

Our pupils should be able to organise their knowledge, skills and understanding around the following learning hooks:

Investigate and interpret the past

Build an overview of world history

Understand chronology

Communicate historically

These key concepts or as we like to explain them to children – learning hooks, underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.

All staff use a range of assessment to check learners’ understanding, identify misconceptions accurately and provide verbal feedback at the time of learning. Through the use of historical artefacts, immersive environments and visits, we hook, excite and intrigue our children to find out more about events and people from the past.

We develop deep subject knowledge and key skills as well as provide a differentiated and challenging curriculum based on the children’s areas of interest.

We use a progression of skills curriculum to ensure that our children have opportunities to build on previous skills acquired through the teaching and learning of history.

 

At Studlands Rise, we are Historians.

 

We have…

  • A developing 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 use of it to support their explanations and judgments.
  • A desire to embrace challenging activities, including opportunities to undertake research across a range of history topics
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