At Barton Clough, we recognise the importance in helping children gain a coherent knowledge and understanding of Britain’s past and that of the wider world, to prepare them to live in a world of tomorrow. We strive to inspire children’s curiosity to know more about the past by providing a high-quality History curriculum which is exciting and engaging. Our History curriculum encourages children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. It is also our hope to help our children 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.
- To know and understand the history of the United Kingdom as a chronological narrative.
- To know how the lives of significant individuals have shaped the world we live in today.
- To understand how Britain has influenced and been influenced by the wider world.
- To know and understand the History of our own locality.
- To know and understand significant aspects of the history of the wider world.
- To use key historical vocabulary and such as ‘empire’, ‘civilisation’, ‘parliament’.
- Understand key historical concepts such as:
- CHRONOLOGY (arrangement of events or dates in the order of their occurrence; a coherent narrative of history)
- CAUSE AND EFFECT (every significant event, development or change is triggered by at least one cause)
- CONTINUITY AND CHANGE (exploring, explaining and evaluating what has changed and what has stayed the same)
- SIGNIFICANCE (the importance of events and the impact of changes) Top of Form
- Bottom of Form PERSPECTIVE (all events are known and told from the biases of a person)
- To develop methods of historical enquiry.
- Gain historical perspective by placing their growing knowledge into different contexts. For example, understanding the connections between national and international history.
- To use historical skills such as: asking questions, weighing evidence, making judgements, making connections and analysing and using sources.
To see our progression of skills and knowledge, please click here History Teaching and Learning Framework