At Chapel End, we believe in the importance of not just learning history, but learning from history. Our intention is to inspire student's curiosity and imagination and encourage them to engage with dilemmas, choices and beliefs of people in the past. Through our whole-school approach, we challenge our students to question the evidence of the past and to understand that all sources carry bias that they must weigh up and understand to become true historians.
We place a big emphasis on chronology and what was happening around the world simultaneously to the topic being studied to ensure our children develop an understanding of other cultures. Students will learn to evaluate interpretations and develop arguments from Year 3 up to the end of Year 6. We do this through a consistent whole-school approach ensuring that all students develop the range of skills needed to become confident in their own opinions, make well-supported judgements and are able to express them articulately. History promotes excellent communication, literacy and writing skills, all of which are essential for reducing the vocabulary gap and boosting the reading ages of our students.
Sizzling Starters will engage pupils and provide them with an entry point to their topics.
External Stimuli Through trips and visits, children will be given the opportunity to develop their skills and knowledge beyond the classroom.
Projects will be produced, giving children the freedom to research an aspect of their period of history that excites them.
Local links Where possible, links will be made to the history of the local community to develop the children’s sense of perspective.
Thoughtful Questioning that encourages deeper thinking and the consideration of other viewpoints.
Performance allowing children to share and consolidate their knowledge.
Themed Days to celebrate and raise the profile of important groups in history. Examples include Black History Month and International Women’s day.
At the end of each year, pupils have gained a deepening understanding of chronology, historical vocabulary and the ways in which the past can be communicated. Their conceptual understanding develops to make links between themes. They are increasingly curious which allows them to debate upon and reflect on their own lines of enquiry and interest areas.
Through discussion and feedback, children talk enthusiastically about their history lessons and show a genuine curiosity and interest in the areas they have explored.
EVIDENCE IN KNOWLEDGE
Pupils can make links between the different themes and recognise the similarities and differences. They know about key events and people as they build an overview of the world.
EVIDENCE IN SKILLS
Pupils use acquired vocabulary to interpret and convey their understanding of the past. They can analyse and interpret information in order to question and reflect on the legacies.
BREADTH AND DEPTH
Teachers plan opportunities for pupils to study across concepts and deepen their conceptual understanding in aspects of particular historical value. Pupils have the confidence and are inspired to further their knowledge.
Learning about the past can help us to learn about current things.
I like pretending to be from a different time.
Learning about things from the past and how they have changed today.
I love learning about the past and the ancient Egyptians.