Intent: Our History curriculum is intended to engage and inspire curiosity, while encouraging children to think critically and ask questions, and to understand these as key skills of historians. Through our History curriculum we aim to teach children the importance of enquiry, research and analysis; and teach an understanding of the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups. Children will focus on very specific periods, questions and issues to help them to draw broader parallels and comparisons.
Aim: The aim of history teaching at OBPSN is to stimulate the children’s interest and understanding about the life of people who lived in the past. We teach children a sense of chronology, and through this they develop a sense of identity, and a cultural understanding based on their historical heritage. Thus, they learn to value their own and other people’s cultures in modern multicultural Britain and, by considering how people lived in the past, they are better able to make their own life choices today. Some lessons will explicilty encourage children to speculate about the future.
In our school, history makes a significant contribution to social, moral, spiritual and cultural education by teaching how Britain developed as a democratic society. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and, by so doing, to develop the skills of enquiry, analysis, interpretation and problem-solving.
History teaching focuses on enabling children to think as historians. We place an emphasis on examining historical artefacts and primary sources, allowing them to learn through discovery. In each key stage we give children the opportunity to visit sites of historical significance or to speak with visitors about their experiences of events in the past.
We recognise and value the importance of stories in history teaching, and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways, and that they should always ask searching questions, such as ‘how do we know?’, about information they are given.
Assessment: Teachers use ongoing informal assessments throughout units, with further formative assessments taking place after completed units to review children’s progress and attainment. These assessments will include teacher judgements of children's development of history skills and retention and understanding of key information, including chronological understanding and the developing ability to discuss and answer questions about situations and periods in history.