History is a valued part of our curriculum at St Silas C of E Primary School as it allows the children to explore, appreciate and understand the world in which we live and how it has evolved over time. Studying History helps pupils to gain knowledge and understanding of the past.
Through History, pupils can ask questions, think more critically, consider different types of evidence and consider its reliability and develop their ability to form their own judgments. It helps them to understand the complexity of people’s lives, the process of change, diversity of societies and relationships between different groups.
At St Silas we value real life experiences and encourage children to learn by experience. As a result we value trips and visits as an integral part of the History curriculum. Children may be asked to research topics as part of a homework task and the curriculum is often delivered through other areas such as Literacy.
Foundation Stage teachers use the EYFS (Early Years Foundation Stage) documentation to provide opportunities for children to:
Listen, comment and show sensitivity towards other children’s experiences which may be the same or different to their own.
Develop their curiosity and interest about how such things as transport have changed over time.
Discuss, notice changes and look at pictures of themselves growing up in addition to investigating the experiences they have had so far.
During Key Stage 1 pupils learn about:
Changes within living memory.
Significant events beyond living memory.
The lives of significant individuals in the past who have contributed to national and international achievements.
Significant historical events in their locality.
During Key Stage 2 pupils learn about:
a local history study
a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
the achievements of the earliest civilisations – an overview of where and Ancient Greece
a non-European society
How this subject is assessed
Teachers continually assess children’s needs and developments and alter their planning and teaching accordingly. Teachers engage children in assessing their own work and the work of their peers through the use of success criteria. This enables the children to identify their own next steps in their learning.
Progress is reported to parents at parents’ evenings, in the end of year report and also through ongoing dialogue between home and school.