History

History

At South Parade Academy, we bring History alive through a variety of topics linked to the National Curriculum Programmes of Study and the Cornerstones schemes of work.

From the very earliest years in school, children are encouraged to talk about themselves and their experiences in the past, present and future tenses, before learning to put familiar events in order and use vocabulary linked to time.

They move on to learning about historical eras, events and characters, both within and outside of living memory and within, as well as outside of, the local environment.

Walk around school and you might spot a Pharoah or two, get to know a range of gods or learn about what it might have been like to be a child during war time. We believe that it is important for children to be aware of the past, how events have impacted upon the present day and to consider conflicting points of view when faced with a variety of contradictory evidence.

  • The History National Curriculum states –

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.