History
History gives us the opportunity to understand who we are, why we are here and where we came from. Often studying History can raise more questions than it answers, and it is with that inquisitive nature in mind that lies at the heart of our core values.
At Dunraven, we endeavour to bring history alive within the classroom and have developed a curriculum that aims to develops students who:
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question the world around them and not just accept what they see and read at face value.
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think critically and independently about the world around them. To give them a curiosity about the world and other people.
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develop an appreciation of our similarities and common experiences as well as our differences and who are tolerant of other cultures.
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Develop empathy with people who have had different experiences from their own. To develop their cultural capital.
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Engage with events in the past, and draw contemporary parallels which allow them to challenge prejudice and discrimination.
In the primary phase, the history curriculum will allow pupils to:
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Understand the processes of change that have created today’s societies across the world.
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Develop flexibility of thought (including the ability to question the world around them), tolerance for difference and an awareness of how and why social change takes place.
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Begin to understand how they can use historical knowledge to challenge prejudice and discrimination in an informed way.
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Gain cultural capital through enriching experiences in and outside school.
We aim to provide pupils with an ambitious primary history curriculum by:
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Sequencing the Key Stage 2 curriculum chronologically to allow pupils to develop a deep and secure understanding of change over time.
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Encouraging pupils to engage with a ‘big question’ for each unit, broken down into smaller lesson questions; ‘how’ and ‘why’ questions enable pupils to enquire and develop informed opinions, alongside acquiring historical knowledge.
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Repeatedly and explicitly acknowledging key historical concepts throughout the curriculum to ensure pupils develop key historical skills.
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Providing pupils with regular enrichment opportunities.
EYFS
In the EYFS, pupils will:
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Develop an awareness of change over time.
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Begin to talk about the past and present.
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Ask questions about change.
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Learn about significant individuals and their contributions to society.
This learning will take place during discrete Understanding the World input sessions, through continuous provision and through special events throughout the year.
KS1
In Key Stage One, pupils will:
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Build on their awareness of chronology by learning about events within living memory and events beyond living memory in their own locality (such as the moon landing of 1969, the Great Fire of London and a study of how transport has changed over time in Streatham).
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Develop their ability to ask and answer questions by exploring historical sources and artefacts.
KS2
In Key Stage Two, pupils will:
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Develop a more secure understanding of chronology (covering the time period from the Stone Age to World War 2).
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Ask more sophisticated historical enquiry questions.
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Select and organise relevant sources and information to construct their own informed responses to historical enquiry.
KS3
The KS3 History Curriculum aims to equip students with the historical skills necessary to fully interrogate the past. Through an exploration of thematic units and a chronological journey from 11th century Norman England to 20th century multicultural Britain, students will develop a deeper contextual comprehension of the past, as well as a conceptual awareness focusing on the core historical skills of:
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Cause and Consequence
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Analysis
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Interpretation
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Evaluation
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Significance
KS4
The aims and objectives of the KS4 History curriculum are to enable students to:
â Develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience.
â Engage in historical enquiry to develop as independent learners and as critical and reflective thinkers.
â Develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context.
â Develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them.
â Organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.
KS5
The KS5 curriculum has been designed to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. The two year course will assist students to gain a deeper understanding of the past through political, social, economic and cultural perspectives. In addition, the A Level curriculum encourages students to:
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Develop their interest in, and enthusiasm for, history and an understanding of its intrinsic value and significance
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Acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity, as appropriate
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Build on their understanding of the past through experiencing a broad and balanced course of study
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Improve as effective and independent students and as critical and reflective thinkers with curious and enquiring minds
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Develop the ability to ask relevant and significant questions about the past and to research them
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Acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional
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Develop their use and understanding of historical terms, concepts and skills
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Make links and draw comparisons within and/or across different periods and aspects of the past
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Organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.
