History has always been held in high regard at St James Infants. The history curriculum in our school makes full use of the resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.
We are very fortunate to live in a Georgian town, with a rich mining and shipping history. Our children are able to access first - hand experiences of what life was like in our local area and have visitors come into school offering insight into how the town has changed and adapted over the years.
We will investigate sources such as pictures, stories, writing and artefacts to ask and answer questions about the past and how these impact the world we live in today. We will examine the children's own personal history, allow them to explore topics and engage with subject matter in a variety of mediums. We will enable them develop their sense of chronology throughout the study of topics through EYFS and Key Stage 1.
The Curriculum Intent for history can be summarised in these ways:
· Provide a high quality history curriculum to inspire pupils curiosity and fascination about Britain’s past and that of the wider world.
· Develop a sense of chronology.
· Develop a sense of identity through learning about the past.
· Ask perceptive questions and use a wide vocabulary of everyday historical terms
· Understand some of the ways in which we find out about the past and identify different ways in which it is represented.
· A learner-centred teaching approach to ensure learners deepen their thinking. Learning is role modelled appropriately and pupils are challenged and engaged.
· Using the Building Learning Power approach, our pupils will explore opportunities to question why and how things happened, revise previous learning and collaborate with others to share thoughts and ideas.
Substantive Knowledge – knowledge about the past (content)
Disciplinary Knowledge – knowledge about how historians investigate the past and construct claims, arguments, accounts
Substantive Concepts – abstract concepts such as invention and innovation, empire, trade and monarchy.
Disciplinary Concepts – develop pupils’ rational and critical thinking:
- Change and continuity
- Similarity and difference
- Historical significance
- Sources and evidence
- Historical interpretations.
Each study is developed to respond to an enquiry question centred around (at least) one of these disciplinary concepts
Our subject leader for history is Mrs Emma Butterworth