History

Intent

At Trawden Forest Primary school, we aim for a high-quality history curriculum which should inspire in pupils a curiosity and fascination about Britain’s past and that of the wider world. The history curriculum at Trawden Forest makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.
Topics are informed by the national curriculum and are sensitive to children’s interests and abilities, as well as the context of the local area. The history curriculum at Trawden Forest is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at Trawden Forest aims to ensure that all pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past and are encouraged to ask perceptive questions which encourages them to think critically.

Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions.  

We want our children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits and visitors. In KS2 children are taught historical events in chronological order starting with the stone age in year 3 and ending with the world wars in year 6. We believe that being taught history in this chronological order allows children to develop a deeper understanding of historical people, places and events.

At the start of a new history topic, teaching will start with a timeline that should include add-ons from previous years teaching/ start with learning the basic timeline so that it is known by the time the history topic begins. By doing this, we are using timelines as a teaching strategy that can help students construct an understanding of historical events over time, even the youngest students. Again this will deepen the understanding of chronology for the children of our school.

Research Link

Chronological understanding enables pupils to place their learning within the 'bigger picture' and better remember historical people, periods and events (Historical association).

On a school trip, students are more likely to retain information. Being immersed in information and being involved in visual and practical experiences will help students remember, learn and understand subjects. (Cambridge centre for sixth-form studies, 2018).

 

History in Action