History at STANLEY ROAD

Subject Leader – Miss Marshall

History in our school

At Stanley Road Primary school, we follow the National Curriculum to meet the needs of our children. We achieve this by following a secure knowledge-based curriculum which is embedded with all of the key concepts that they need to learn about.

We want all of our children to be enthused by history, fascinated by what has happened and understand the impact of events. Throughout their time with us, children will develop a secure knowledge of key aspects of local, national and global history.

Children will develop a clear timeline of key events and eras and understand how the chronology of the events impacts on each other. They will also develop the skills to ask questions, use evidence and analyse sources

The National Curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

      THE IMPORTANCE OF HISTORY

      Subject Leader Bio

      History is a subject that I have become so much more fascinated with as I myself have become older! I have grown to love the subject- there is so much to learn and wonder at; the amazing diversity and ingenuity of people in the past and imagining what it would be like to live at that time.

      Me and my family love to go and visit historical sites whenever we go on holiday in the UK. We’ve been to visit; Stonehenge to marvel at the prehistoric stone circle; Battle Abby where the great Battle of Hastings was fought in 1066; Alnwick Castle in Scotland where some scenes in Harry Potter were filmed.

      We are extremely fortunate to live in a city that has such a rich historical past. Fort Royal Park and the Commandery just down the road from school being significant locations in the Battle of Worcester in 1651. The Cathedral which was first built in 680 AD! The famous composer Edward Elgar lived in Worcester during different parts of his life.

      I love to watch ‘Who Do You Think You Are?’ on BBC1, and have enjoyed investigating my own family’s history. One of my grandfathers was in WW2 and drove Lord Mountbatten around Egypt, the other was a baker and stayed in England during the war baking and being a warden. My great grandfather was a police officer.

      Everyone has a history; amazing, fascinating and sometimes terrible things that have happened in our families past. I wonder if you know your family’s history?

      History Overview

      History in the Early Years

      The Early Year’s Educational Programmes contain the early elements of history within the ‘Understanding the World’ area of learning.

      Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters.

      In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world.

      As well as building important knowledge, this extends their familiarity with words that support understanding across domains.