History Intent Statement
History is an integral part of Sholing Junior School’s curriculum, where a range of carefully sequenced lessons, allow children to gain a coherent knowledge of the past. Within the history curriculum, we recognise the importance of how first-hand learning experiences, through educational trips and visitors, not only develop a deeper understanding of Britain’s past and that of the wider world, but also inspire all children to becoming lifelong learners.
Children are given the opportunity to examine, interpret and evaluate a variety of sources in order to make deductions about the past. As a consequence, children become creative, curious and critical thinkers, aware of 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. Alongside our learning behaviours, British Values are woven into the history curriculum, promoting mutual respect, tolerance, individual liberty, rule of law and democracy. Strong cross-curricular links are identified to further contextualise and deepen learning.
National Curriculum 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.
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.