“The more you know about the past, the better prepared you are for the future.”
At St Mary’s Primary school, we aim to equip our children with the knowledge and tools to explore the fascinating history of the world, both locally and globally. We ensure that they have a coherent understanding of the chronology of events and children are encouraged to ask questions to better understand how history has affected the culture we live in today and other cultures around the world.
We support children to have the courage to think critically, consider evidence and develop perspective and judgement, whilst showing compassion for others.
Specifically, this means following the aims set out in the History National Curriculum.
In Key Stage 1, children will develop an awareness of the past, using common words and phrases relating to the passing of time. They will know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will use a wide vocabulary of everyday historical terms. They will ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
Changes within living memory
Events beyond living memory that are significant nationally or globally
The lives of significant individuals in the past who have contributed to national and international achievements - including a comparison of life in different periods.
Significant historical events, people and places in their own locality
In Key Stage 2:
Children will continue to develop a chronological secure knowledge and understanding of British, local and world history,
establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information, as well as understanding how our knowledge of the past is constructed from a range of sources.