For St Philip’s School Children, the History Curriculum should inspire children’s love of learning of the past, both in their local area, Great Britain and around the world.
This Curriculum will also strive to enrich their vocabulary and speech and language skills; to include abstract historical terms, allowing them to consolidate their learning and develop the ability to express their understanding, including their own historically based opinions.
Therefore, History at St Philip’s should teach key concept skills such as chronology, posing historically valid questions and analysing trends in the past, which affect our lives today and have shaped our nation. This Curriculum should allow children to compare their lives and experiences with people from the past. It should give them the ability to understand how Historians and Archaeologists discover information about the past and how such information should be presented to a wider audience. They should also be given the skills to evaluate how and why events change over time from the beginnings of prehistory to the present day.
For our SEND children, practical history learning provides the opportunity for success, through different mediums. Sequencing stories, handling artefacts, finding evidence and discussing similarities and differences are skills which can provide all with an avenue to achievement.
Debate is key to the types of historians we want to see graduate at the end of their time at St Philip’s – historians who can use their skills of enquiry, judgement and communication to reach an informed point of view and put across their opinion with convincing evidence. Were the Vikings really as vicious as the Anglo-Saxons believed? These open questions drive our learning.
This knowledge, as well as the understanding and skills to apply it, is built up in small progressive steps year by year and in the six main strands we have agreed:
- Key Features
- Cause and Consequence
The aim is to continually build on what they have learned before as they move gradually from history topics that are very personally real and relevant, such as a history of toys to more abstract history and increasingly complex or multi-layered issues. You can see this progression in our Subject Overview below, and in the topic planning for each year group.