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Bakewell Methodist Junior School

Bakewell Methodist Junior School

History

 History

Introduction

At Bakewell Methodist Junior School, we are committed to providing all children with learning opportunities that foster positive and enthusiastic attitudes to understanding about the past and how the past can impact upon the present and future.

Definition of History

History is about real people who lived, and real events which happened in the past; it gives us a sense of identity, set within our unique position in the world. History fires the children’s curiosity about the past in Britain and the wider world and plays an essential part in preparing us for living and working in the contemporary world. Pupils consider what past societies were like, how these societies were organised, how their beliefs and cultures influenced actions and the evidence that remains of them. As they do this, children develop a chronological framework for their knowledge of significant events and people. It is about changes that have occurred and the causes and consequences of them. They see the diversity of human experience and understand more about themselves as members of society. What they learn can influence their decisions about personal choices, attitudes and values. History encourages critical thinking; enhances a child’s ability to research, gather and reflect upon evidence, reach conclusions, form opinions and develop a sense of perspective. Skills developed through historical enquiry have a wide application to everyday life and historical awareness promotes responsible citizenship, empathy and tolerance.

Aims

The aims of history are:

  • To instil in the children a curiosity and understanding of events, places and people in a variety of times and environments.
  • To develop an interest in the past and an appreciation of human achievements and aspirations
  • To understand the values of our society
  • To learn about the major issues and events in the history of our own country and of the world and how these events may have influenced one another
  • To develop a knowledge of chronology within which the children can organise their understanding of the past
  • To understand how the past was different from the present and that people of other times and places may have had different values and attitudes from ours
  • To understand the nature of evidence by emphasising the process of enquiry and by developing the range of skills required to interpret primary and secondary source materials
  • To distinguish between historical facts and the interpretation of those facts
  • To understand that events have a multiplicity of causes and that historical explanation is provisional, debatable and sometimes controversial
  • To interpret and communicate historical knowledge in a variety of ways, through art and drama as well as the written word. 

 

Curriculum

Our History curriculum is taught through a topic approach alongside Design and Technology, geography and Art and is carefully planned over a four year cycle. It is designed to generate awe and wonder and actively encourages children to ask questions. Wherever possible, links are made between subjects in topics with overarching themes to contextualise and motivate learners. The learning objectives draw from the knowledge, skills, attitudes and concepts included in the National Curriculum. Projects provide creative, relevant opportunities to use and apply English skills whilst strengthening pupil’s learning in History and other subjects.

Teaching and Learning

A variety of enriching teaching approaches are encouraged: 

  • Teacher presentations, role-play, drama, dance and storytelling. 
  • Question and answer sessions, discussions and debates.
  •  Individual and collaborative group research and presentations.
  •  Investigating artefacts, maps, photographs, paintings and other documents as sources of evidence.
  •  Critical analysis and evaluation of sources of evidence.
  •  Computing- interactive white board and internet resources and other visual and audio resources. 
  •  Topic and Artefact Boxes for each area of the History curriculum. 
  •  Fieldwork, visitors and visits to museums and sites of historic interest.
  •  Special Events: History Days or Weeks.

Placing each period of History studied onto a timeline enables children to locate themselves in relation to other periods studied and current events. A timeline, which shows the duration of time periods, will be on display in each classroom.