School Name

Wildground Federation

Learn and succeed together for the journey ahead

School Name

Wildground Federation

History

History

 

Why do we Teach History?

At Wildground Federation, we aim to give our pupils the skills to view historical events analytically and with curiosity. Our aim is to look at a range of events from the past and for them to form their own opinions as to why these events might have happened as they did and how this might have shaped the world that they currently live in. Pupils will develop a well-rounded knowledge of the past and its events, with intention to improve every students’ cultural capital, understanding of the world around them and their own heritage. We have designed our History curriculum with the intent that our children will:

 

  • Become increasingly critical and analytical thinkers
  • Possess a secure understanding of the chronology of the British Isles and other important periods of History
  • To discover links and connections to the History they learn and the wider community and locality
  • Further their knowledge and explanations of change and continuity over time with regards to the history of the British Isles and other societies and epochs
  • Differentiate between source types and explain how interpretations in History may differ 
  • Draw on similarities and differences within given time frames and across previously taught History
  • Enquire in to Historical themed questions and form their own opinions and interpretation of the past.

 

How do we teach History?

 

At Wildground federation, History is taught through continuous provision in EYFS. In KS1, the Historical skills focus on the world around them and their living memory of History before moving to events that go beyond living history. This will ensure a firm foundation for KS2 History. In KS2, the History curriculum is set out in chronological order. Each class will study at least two periods in history and will discuss how one period has influenced the following ones so that they can see how history informs the present. Lessons are planned so that pupils are able to view primary and secondary sources and to analyse what we can learn from these and what interpretations we can make about past events. Children are encouraged to debate and analysis differing viewpoints and to accept that, although there will always be uncertainties in history, they can use evidence to draw their own conclusions and to argue to support these using the evidence available.

National Curriculum Learning Objective: To investigate and interpret the past                                                                                                                                          

Milestone 1

Milestone 2

Milestone 3

•Observe or handle evidence to ask questions and find answers to questions about the past.

• Ask questions such as: What was it like for people? What happened? How long ago?

• Use artefacts, pictures, stories, online sources and databases to find out about the past.

• Identify some of the different ways the past has been represented.

 

 

•Use evidence to ask questions and find answers to questions about the past.

• Suggest suitable sources of evidence for historical enquiries.

• Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.

• Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.

• Suggest causes and consequences of some of the main events and changes in history.

 

• Use sources of evidence to deduce information about the past.

• Select suitable sources of evidence, giving reasons for choices.

• Use sources of information to form testable hypotheses about the past.

• Seek out and analyse a wide range of evidence in order to justify claims about the past.

• Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied.

• Understand that no single source of evidence gives the full answer to questions about the past.

• Refine lines of enquiry as appropriate.

National Curriculum Learning Objective: To build an overview of world history                                                                                                                                          

Milestone 1

Milestone 2     

Milestone 3

• Describe historical events.

• Describe significant people from the past.

• Recognise that there are reasons why people in the past acted as they did.

 

 

•Describe changes that have happened in the locality of the school throughout history.

• Give a broad overview of life in Britain from ancient until medieval times.

• Compare some of the times studied with those of other areas of interest around the world.

• Describe the social, ethnic, cultural or religious diversity of past society.

• Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

•Identify continuity and change in the history of the locality of the school.

• Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times.

• Compare some of the times studied with those of the other areas of interest around the world. 

• Describe the social, ethnic, cultural or religious diversity of past society.

• Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children

National Curriculum Learning Objective: To understand chronology           

Milestone 1

Milestone 2      

Milestone 3

• Place events and artefacts in order on a time line.

• Label time lines with words or phrases such as: past, present, older and newer.

• Recount changes that have occurred in their own lives.

• Use dates where appropriate.

 

 

• Place events, artefacts and historical figures on a time line using dates.

• Understand the concept of change over time, representing this, along with evidence, on a time line.

• Use dates and terms to describe events.

 

• Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).

• Identify periods of rapid change in history and contrast them with times of relatively little change.

• Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.

• Use dates and terms accurately in describing events.

National Curriculum Learning Objective: To communicate historically                                                                                                                                          

Milestone 1

Milestone 2

Milestone 3

• Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.

• Show an understanding of the concept of nation and a nation’s history.

• Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace.

 

 

• Use appropriate historical vocabulary to communicate, including: 

  • dates 
  • time period 
  • era 
  • change 
  • chronology.

• Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.

 

• Use appropriate historical vocabulary to communicate, including: 

  • dates 
  • time period 
  • era 
  • chronology 
  • continuity 
  • change 
  • century 
  • decade 
  • legacy.

• Use literacy, numeracy and computing skills to a exceptional standard in order to communicate information about the past.

• Use original ways to present information and ideas.

 

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