We believe that History enables our children to have a constant and coherent understanding of the past. We want our children to be inspired to know more about the past and to ask questions about why things happened. We teach them to be equipped to ask perceptive probing questions, to think critically, to weigh up evidence and sift arguments to develop perspective and judgements. We want our children to develop good knowledge and understanding of historical events through thought provoking, innovative teaching which is embedded in a purposeful, realistic project based curriculum.
Our curriculum seeks a balance between breadth and depth to serve our children’s interests in using their historical knowledge. Therefore, our history curriculum enables our children to research evidence, draw conclusions and communicate their findings to others. We believe learning about history and its impact helps our children prepare for a future as citizens in a diverse multi-faith and multi-ethnic society. History is the story of human kind not just dry facts so we use these stories to help our children understand life in modern Britain.
‘Study the past if you would define the future’
Through assemblies and class based research work, children learn about significant people in history and the impact they have had on how we live today.
The school celebrates annual events when Great Britain remembers past events and the people involved.
Children enter year R with an understanding that time passes and that they change as they grow. History in Year R is focused on learning about themselves. Children learn about how things change over time, how they have changed as they have developed from a baby, to a toddler and a young child. They talk about the changes and start to sequence them in a chronological order. They develop and use phrases relating to the passing of time. “When I was a baby…, Before I started school…” using time words and some historical vocabulary to talk about the past. Annual events such as Bonfire Night and Remembrance Day are celebrated and talked about where they always appear in the year.
We aim to teach our children that people interpret the past in different ways and that people have different views about events. We teach our children about cause and consequence and why a person did what they did and that some events happened for more than one reason. We teach History at Cove Infants to establish, embed and advance our children’s thinking so that they can aspire to learn from the past to create a better future
As the children move into Year One they are introduced to different sources of information and artefacts to help them understand and explain about life in the past. They have opportunities to compare the present and the past, identifying similarities and differences. Through the project ‘Fire, Fire’ the children learn about the Great Fire of London through reading extracts from Samuel Pepys diary, they look at and dress up in the clothes of the time, they explore house construction and the impact and consequence of the fire in London. The children discover that not everyone lived in the same way giving them a balanced perspective of how people lived in the past.
The children are given appropriate contexts to explore cause and consequence behind events in the past and they use a range of sources, objects, photographs and written accounts to help them understand and to change their views or analyse their thinking.
In Year Two there is a strong focus on chronological understanding of the past and placing events in order. This helps the children understand that History is a continuous story and that each significant event followed another and the consequences of those events.
The project SOS allows the children to explore a significant moment in History and the impact of the Titanic disaster. They investigate the sequence of events that led up to the sinking of the Titanic and use reasoning skills to identify the main causes of the disaster. They weigh up the evidence and come to a conclusion, presenting their ideas to their peers.