History
"The more you know about the past, the better prepared you are for the future."
- Theodore Roosevelt
- Theodore Roosevelt
Curriculum Intent
The history curriculum at Petersgate Infant School makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the history of their locality.
History at Petersgate Infant School is taught in blocks throughout the year, so that children can achieve depth in their learning. Each block is informed by the national curriculum as well as the context of the local area.
The history curriculum at Petersgate Infant School is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at Petersgate Infant School aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin 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.
History at Petersgate Infant School is taught in blocks throughout the year, so that children can achieve depth in their learning. Each block is informed by the national curriculum as well as the context of the local area.
The history curriculum at Petersgate Infant School is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at Petersgate Infant School aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin 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.
Curriculum Implementation
Early Years:
At Petersgate Infant School, children in EYFS will start their learning and understanding of history through the Early Learning Goal (ELG) 'Past and Present' within 'Understanding the World'. The children will find out about their families and past events in their family's history by creating family albums, looking at family photos and sharing family stories. The text driver 'Journey Home from Grandpa's' gives opportunities for the children to develop a sense of change over time by exploring old vs new transport. The text driver 'Supertato' is used to teach the children about people who helped us in the past, such as Mary Seacole, and in the present day. The EYFS team encourage investigation and deeper thinking by asking a variety of questions and use language relating to time throughout the school day to help the children develop their understanding of chronology.
At Petersgate Infant School, children in EYFS will start their learning and understanding of history through the Early Learning Goal (ELG) 'Past and Present' within 'Understanding the World'. The children will find out about their families and past events in their family's history by creating family albums, looking at family photos and sharing family stories. The text driver 'Journey Home from Grandpa's' gives opportunities for the children to develop a sense of change over time by exploring old vs new transport. The text driver 'Supertato' is used to teach the children about people who helped us in the past, such as Mary Seacole, and in the present day. The EYFS team encourage investigation and deeper thinking by asking a variety of questions and use language relating to time throughout the school day to help the children develop their understanding of chronology.
KS1:
At Petersgate Infant School, we have developed a broad, balanced and relevant curriculum in history to ensure that the children leave our school with a secure understanding of chronology, can contribute to a historical enquiry and have found enjoyment in learning about the past. Through various units of study, the children will explore: changes withing living memory, significant events beyond living memory, significant historical events, people and places within our locality and the lives of significant individuals who have contributed to national and international achievements. Each unit of study has its own enquiry-based question, which the children will seek to answer by the end of the unit by following the '6-step enquiry approach'. This enables the children to develop and imbed their historical knowledge and skill and we revisit each of these throughout KS1. We use artefacts/historical objects, photos from the past, school trips and technology to provide the children with exciting and enriching experiences throughout the history curriculum.
Curriculum impact
Our History learning is captured through seesaw evidence. This could be pictures, videos or notes which evidence a broad and balanced history curriculum and demonstrate children’s acquisition of identified key knowledge.
Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study, pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular school trips provide further relevant and contextual learning.
Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study, pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular school trips provide further relevant and contextual learning.
