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History

History @ Silver Springs Primary Academy

Using the National Curriculum as our starting point, we believe that a well-rounded History curriculum will allow children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We have carefully designed our History curriculum so that children gain this knowledge as they progress through the school. In addition to this, we recognise the important role that History plays in preparing our children with skills that they can use for life, raising their aspirations, understand how to be a good and responsible citizen, understanding change and societal development and a context in which to understand themselves and others. This is extremely important for children at Silver Springs Primary Academy in allowing them access to a much wider world.

 

Through our History curriculum, we strive to inspire pupils’ curiosity about the past and to know more about the past. Our curriculum provides children with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through the teaching of History, we endeavour to teach children 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. We believe that teaching History in this way is important in broadening children's horizons, challenging preconceived ideas and developing life skills in order to prepare them for high school and beyond.

 

To ensure that children can make links in their learning, we will exploit, where appropriate, cross curricular links, and our plans will ensure that as well as breadth of knowledge, the children also experience depth of understanding by studying the lives of historic figures and local stories.

Progression is planned in knowledge, skills and vocabulary and carefully builds on prior learning so that children can make sense of the subject.

Trips and visitors are planned to inspire, engage and challenge children’s thinking and misconceptions. Teachers make use of a range of low stakes quizzes to identify misconceptions and spaced retrieval tasks in making accurate judgements about what the children know and have remembered.

 

History Substantive Concepts

Alongside our History rationale which underpins good practice in History, children explore substantive concepts as they move through the school. Our curriculum is laid out in such a way that the children will initially learn about their immediate history, that being their family and location. This will be a starting block in EYFS and built upon as they enter Key Stage 1. Once this is consolidated, they will gain a wider experience of global history. As a child moves through our school, their historical knowledge and understanding will deepen as it would have been built on the foundations laid in the previous years. The concepts that children explore are revisited in different units allowing children to apply new knowledge to the concept in order to prepare them for future learning and life. These concepts include Empire, Civilisation, Parliament & Democracy, Peasantry, Monarchy & Power, Settlements, Trade and Beliefs.

 

At Silver Springs Primary Academy we are guided by the National Curriculum for History(2014). The National Curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

 

By the end of Key Stage Two…

It is expected that our children will be able to work as historical enquirers. Our children will understand what a history lesson is - History is the study of past events. Students know what happened in the past by looking at things from the past including sources (like books, newspapers, and letters) and artefacts (like pottery, tools, and human or animal remains.) ... A person who studies history is called a historian.

They will have developed a chronological understanding of British and world history. Pupils will also be able to use historical sources to identify differences in how past events or people have been represented and if a piece of evidence can be judged as a reliable source. Pupils will have a good understanding of local, national and world history. Pupils will also have made links across historical periods, had opportunities to compare and contrast, identify similarities and differences, understand concepts such as cause and effect, continuity and change and significance.

    History Curriculum Overview

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