Our high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It aims to inspire pupils’ curiosity to know more about the past. Our teaching seeks to provoke pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgments. Through learning about history we endeavor to help 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.
Key stage 1
Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They learn where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. Children are taught to use a wide vocabulary of everyday historical terms. They are encouraged to ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. Pupils learn 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.
Key stage 2
Pupils 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 regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. Children construct informed responses that involve thoughtful selection and organisation of relevant historical information. They also learn to understand how our knowledge of the past is constructed from a range of sources.
In planning, teachers ensure the progression described above through teaching the British, local and world history as outlined in the new National Curriculum. 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.
Stanley Primary School, Strathmore Road, Teddington, Middlesex, TW11 8UH
Tel: 020 8977 4858