To investigate and interpret how innovations have helped change and shape civilisations through time.
At Cherry Orchard Primary School we believe that high quality history lessons provide children with the passion and interest to discover and explore more about the past and how its legacy affects us today, and to think like historians. Opportunities to bring history to life are given in EYFS and KS1, looking at important people with links to learning through play and concrete experiences such as meeting today’s nurses and comparing them to Florence Nightingale. In KS2, history is taught sequentially, with children exploring chronology through artefacts, visits and topics linked to present day issues. For example, what significance racism still has on the world today and the responsibility we have as global citizens to promote equality. This knowledge combined with an abundance of new, exciting and interactive physical resources means the children can literally hold history in their hands.
Each history unit is carefully planned and structured around our historical drivers: innovation and discovery, change and development over time, and legacy. This develops a coherent curriculum that provides children with the underpinnings to make sense of the present as well as the past, and to appreciate the complexity and diversity of human societies and development.
Planning is sequenced and driven by using a key question throughout the unit. These key questions use central historical ideas to place an aspect of historical thinking at the forefront of pupil’s minds. Each weekly lesson is carefully sequenced to build on skills such as analysing primary and secondary sources, using critical thinking in relation to possible biases and reputability and the importance of using evidence to justify opinions, to develop independent historians. Each lesson utilises these skills to build on the specific, factual content for the subjects which are connected into a careful sequence of learning for each unit.
Careful planning and consideration is given to enable children to revisit key concepts throughout the key stages: for example, ‘Women through History’ and ‘Black lives matter.’ This ensures that children have a detailed grasp of these concepts from a variety of historical contexts. We believe implementing our history lessons through this way develops a way of learning that drives learning forward, not purely as facts to be memorised but as immersive carefully sequenced units that allow children to deepen their understanding of historical concepts and apply them within their own learning.
The children will be empowered to become critical thinking historians who are ignited, inspired and passionate to continue to learn more about the past and be ready for their next step within their historical education.