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Pilsley C of E School

History

History

At Pilsley CE Primary, we view History as a way to inspire pupils’ curiosity about the past. History presents children with the opportunities to develop fundamental skills of enquiry and questioning; to become open minded ‘historical detectives’ and explore the past in an exciting and engaging way. Our history curriculum aims to bring history to life, in order to help pupils to understand the process of change and the diversity of societies, as well as understanding their own identity and the challenges of their time. It is designed to enable the children to develop their knowledge of the people and events that have shaped the past, and therefore give them a better understanding of the present. Through History, children learn to make comparisons and links between the past and modern times and discover how and why things have changed.

 

Curriculum Delivery

History at this school is taught through our cross curricular topics taken from Cornerstones; which ensures the continuity and progression of skills, whilst providing engagement for all pupils. Our children study a wide range of ancient, British and world history, learning about famous historical figures and exploring how and why they have influenced our lives today. We enable opportunities for our children to explore the past through the use of a variety of sources of information to find clues and evidence and take part in discussions with their peers. We also aim to provide first hand experiences with role play, class assemblies, historical visits, workshops and visiting experts playing an important part in all our topics. At the end of a unit, our children enjoy expressing what they have learnt in a variety of interesting and creative ways including; writing, art, drama and ICT.

 

The Foundation Stage plan their activities from the ‘Understanding the World’ objectives / targets in the Early Years Curriculum. They also aim to encourage the children in playing and exploring their environment (engagement), in active learning (motivation), and in creating and thinking critically. 

 

National Curriculum 2014 for History (Red text show non-statutory examples)

KS1 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 about:

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries].
  • the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, Rosa Parks and Florence Nightingale].
  •  significant historical events, people and places in their own locality.

 

KS2 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 about:

  • changes in Britain from the Stone Age to the Iron Age.
  • the Roman Empire and its impact on Britain.
  • Britain’s settlement by Anglo-Saxons and Scots.
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
  • a local history study, which can go beyond 1066.
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.
  •  the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study.
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world.
  •  a non-European society that provides contrasts with British history.
Welcome to the official website of Pilsley C of E Primary School, Bakewell, Derbyshire. Visits to our school are warmly welcomed, please contact the school office on 01246 583203

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