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History

History

 

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Key Stage 1


During Key Stage 1 children learn about people's lives and lifestyles. We explore and talk about artefacts from the past and present. We also find out about significant people and events from the recent and more distant past, including Florence Nightingale, Neil Armstrong and the Great Fire of London. 

 

Key Stage 2


During Key Stage 2 pupils learn about significant people, events and places from both the recent and more distant past, including the Ancient Greeks, the Blitz on Plymouth and the Vikings. At Victoria Road, we use different sources of information to help us to investigate the past by  using dates and historical vocabulary to describe events, people and developments. 
 

 

History

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps 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.

Aims

The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this 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: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy 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, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

 

Humanities Statement of Intent

To develop children’s experiences and understanding of Geography and History, inspiring and igniting their curiosity about the wider world.

 

History Statement of Intent

 

Through the History Curriculum at Victoria Road Primary, we strive to inspire a curiosity within our children. We aim to develop an understanding of British history and that of the wider world. We work to develop an understanding of chronology as well as a knowledge and understanding of how the local area has changed over time. The children are given the opportunity to examine, interpret and evaluate a variety of sources in order to make deductions about the past. They are taught to think and behave as historians and archaeologists, especially on our local fieldtrips and visits out to various sites, including Plymouth Hoe, The Barbican, Dartmoor, Wembury, Mountbatten, Kinterbury Creek and Brest. The children are also encouraged to pose their own historical questions. We investigate how and why the world has changed as well as what we can learn from the past to make the future a better place. British Values are woven into the History curriculum promoting values such as Mutual Respect, Tolerance and Individual Liberty. Themed days such as Black History, with a  focus on Apartheid, Holocaust Day, Remembrance and Significant Women and People, Trade, Mayflower 400 promote such values. Themed days, visitors and school visits are used within the History curriculum to develop a deeper understanding of the time periods studied and to inspire the children so that they have a lifelong love of History. We receive support from the Historical Association and NACE. 

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