Intent
In History we aim to inspire pupils’ curiosity of the past and how it was different from the present, an understanding of the chronological sequence of historical events and an ability to explore some of the ways in which historians find out about the past. We aim to provide the pupils with the opportunity to ask questions, think critically, look at sources of evidence, and make judgements.
The key aims for history are to ensure children:
- know and understand the history of the British Isles, in a coherent and chronological narrative, including how people’s lives have shaped the 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, including ancient civilisations, expansion and dissolution of empires, characteristic features of past non-European
societies and achievements and follies of mankind. - gain and use 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 and difference, significance – use these to make connections, analyse trends, frame historical
questions. - understand methods of historical enquiry, including how evidence can be used to make historical claims and make contrasting arguments.
- gain historical perspectives by placing their historical knowledge into different contexts making connections between local, regional, national and international history.
In Key Stage 1 Initially children learn about general historical themes including:
- changes in living memory
- everyday lives of people
- the significant lives of famous individuals, men and women, who have contributed to national and international achievement
- change and developments of different periods over time [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee,
Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] - reasons for events and different interpretations of history
- significant people and places in their own locality
In Key Stage 2 pupils will continue to develop a secure chronological knowledge and understanding of local and world history. We teach specific historical periods at times which may include:
- changes in Britain from Stone Age to Iron Age the Roman Empire and its impact on Britain Britain’s settlement by others (including Vikings, AngloSaxons and Scots),
- aspects of themes in British history since 1066. ( Hitler and Nazi Germany, Slavery) Ancient Greece and Ancient Egypt
- a non-European society that contrasts with British history (Mayans)
- an aspect of our local history is also investigated. (– Bishop Auckland. Local legends, important
people and landmarks.)
Different aspects of history are taught in varying degrees of detail, and may be included within broader themes, not necessarily being taught as discrete history units.
Implementation
For a child to be a historian at Escomb, History is taught chronologically through a carefully planned curriculum that builds on skills and knowledge. Throughout each year group our planning focuses on key disciplines including asking questions, thinking critically, looking at evidence, sifting arguments and developing perspective and judgements. We will provide our children opportunities to investigate, research and discover. Pupils are provided with opportunities to recall and retrieve knowledge and skills so they can continue to build on their knowledge and develop long term memory.
We also capitalise on using the local area for educational visits including Escomb Saxon Church, Binchester Roman Fort, Auckland Castle and Oriental Museum in Durham. We also invite local
historians and visitors into school to enhance learning opportunities.
Impact
The teaching of history at Escomb Primary school results in children having a fun, engaging and high quality history learning opportunities that provide children with the necessary understanding of the world around them, which can take them to their next phase of education. Children are able to be inquisitive and investigate answers to their own questions, independently recall knowledge about the History they have been learning and retain a wealth of knowledge.
