Learning and undertaking activities in history contribute to achievement
of the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of history
History helps pupils to ask and answer questions of the present by engaging
with the past. It fires their curiosity and imagination, moving and inspiring
them by the dilemmas, choices and beliefs of people in the past. It helps
them develop their own identity through an understanding of history at personal,
local, national and international levels.
Pupils find out about the history of their community, Britain, Europe and
the world. They develop a chronological overview that enables them to make
connections within and across different periods and societies, investigate
Britain's relationships with the wider world, and relate past events to
the present day.
As they develop their understanding of the nature of historical study,
pupils ask and answer important questions, evaluate evidence, identify and
analyse different interpretations of the past, and learn to substantiate
any arguments and judgements they make. They appreciate why they are learning
what they are learning and can debate its significance.
History prepares pupils for the future, equipping them with knowledge and
skills that are prized in adult life, enhancing employability and developing
an ability to take part in a democratic society. It encourages mutual understanding
of the historic origins of our ethnic and cultural diversity, and helps
pupils become confident and questioning individuals.
Key concepts
There are a number of key concepts that underpin the study of history.
Pupils need to understand these concepts in order to deepen and broaden
their knowledge, skills and understanding.
Chronological
understanding
- Recognising and using appropriately dates, vocabulary and conventions
that describe historical periods and the passing of time.
- Developing a sense of period through describing and analysing the relationships
between the characteristic features of periods and societies.
- Building a chronological framework of periods studied in which new knowledge
can be contextualised.
Chronological understanding
Chronological understanding is essential in constructing historical narratives
and explanations. It involves using precise dates to establish sequences
of events in an enquiry, using chronological terms and vocabulary (such
as century, decade, BC, AD), and knowing the names and key features of
periods studied. As pupils progress through the key stage their understanding
of periods should develop into a chronological framework. They should
be able to describe the characteristic features of past societies and
periods and identify changes within and across periods, making links between
them.
Cultural,
ethnic and religious diversity
- Understanding the diverse experiences and the range of ideas, beliefs
and attitudes of men, women and children in past societies and how these
have shaped the world.
Cultural, ethnic and religious diversity
Pupils should learn about cultural, ethnic and religious diversity and
racial equality. Diversity exists between groups due to cultural, ethnic,
regional, linguistic, social, economic, technological, political and religious
differences and exists within groups between individuals.
Cultural understanding should be developed through the key concepts, for
example 'interpretation' and 'significance', through the key questions
asked, for example 'Were all peasants the same?', and through the range
of groups and individuals investigated, for example minorities and majorities,
European and non-European, regional differences.
Pupils should learn that people and societies involved in the same historical
event may have different experiences and views and develop a variety of
stories, versions, opinions and interpretations of that event. Material
selected for an investigation should represent a range of these perspectives
and viewpoints.
Change
and continuity
- Identifying and explaining change and continuity within and across periods
of history.
Change and continuity
When identifying change and continuity (absence of change) pupils should
identify themes and issues across time. This helps to describe and explain
what was happening in the past. Understanding of change and continuity
is closely linked to developing a sense of period and understanding overarching
themes and issues. As pupils progress, they will begin to analyse other
aspects of change and continuity, such as the extent and pace of change,
whether the change amounted to progress, and if so for whom. They will
make more sophisticated comparisons across time.
Causation
- Analysing and explaining the reasons for and results of historical events,
situations and changes.
Causation
Pupils should be taught to construct their own analyses and explanations.
As pupils progress, their explanations will become more complex, identifying
and assessing the relative importance of different factors and making
explanatory links between causes and effects. They should be taught how
the precise use of historical vocabulary and concepts produces explanations
that are more convincing, and to consider the relationship between causal
arguments, evidence and interpretations.
Significance
- Assessing the significance of events, people and developments in their
historical context and in the present day.
Significance
Pupils should consider why judgements about the significance of historical
events, issues and people have changed over time. Pupils should be taught
to identify the criteria and values used to attribute significance and
to assess how these have been used in past and present descriptions and
explanations. As pupils progress, they will appreciate that statements
about significance are interpretations that may be based on contestable
judgements about events, issues and people and are often related to the
value systems of the period in which the interpretation was produced.
Interpretation
- Analysing how and why the past has been interpreted and represented
in different ways through historians' debates and through a range of media.
- Evaluating a range of interpretations of the past to assess their validity.
Interpretation
People represent and interpret the past in many different ways, including
in pictures, plays, films, reconstructions, museum displays, and fictional
and non-fiction accounts. Interpretations reflect the circumstances in
which they are made, the available evidence, and the intentions of those
who make them (for example writers, archaeologists, historians, film-makers).
As pupils progress they should be able to demonstrate an increasing ability
to analyse and explain different types of historical interpretations.
They will appreciate that statements about significance are interpretations
that may be based on contestable judgements about events, issues and people
and are often related to the value systems of the period in which the
interpretation was produced.
Key processes
These are the essential skills and processes in history that pupils need
to learn to make progress.
Historical
enquiry
Pupils should be able to:
- identify and investigate, individually and as part of a team, specific
historical questions or issues, making
and testing hypotheses
- question and critically reflect on historical questions or issues.
Historical enquiry
Pupils should study history through a series of structured enquiries into
different kinds of historical questions and issues. As they progress,
pupils will devise and refine their own questions to structure an investigation,
developing their own hypotheses and selecting and deploying evidence to
reach and justify their own conclusions.
Making and testing hypotheses
Pupils can use their acquired knowledge and understanding to suggest hypotheses
for investigating the topic in greater depth. Alternatively at the start
of a topic, pupils can suggest hypotheses arising from their own assumptions
and values, which they then test against the evidence.
Using
evidence
Pupils should be able to:
- identify, select and use a range of historical sources, including textual,
visual and oral sources, artefacts and the historic environment
- evaluate the sources used in order to reach reasoned conclusions.
Using evidence
Pupils should understand that our knowledge of the past is based on evidence
derived from sources and depends on the questions asked and the sources
available. Pupils should be taught to identify evidence by extracting
information and making inferences and deductions. They should be taught
how to evaluate evidence by studying the provenance, purposes and language
of sources. As they progress, they should have opportunities to work with
more challenging sources, to select and identify sources for an enquiry
and to assess the value and reliability of the sources used for their
enquiry.
Communicating
about the past
Pupils should be able to:
- communicate
their knowledge and understanding of history in a variety of ways,
using chronological conventions and historical vocabulary
- present arguments about the past that are coherent, structured and substantiated,
using chronological conventions and historical vocabulary.
Communicating about the past
Pupils will be able to develop their writing and speaking and listening
skills. As pupils progress they should demonstrate an increasing ability
to recall, select, classify and organise historical information, to use
historical terminology and language appropriately and accurately, and
to provide well-structured narratives, explanations and descriptions of
the past.
Communicate their knowledge and understanding
of history in a variety of ways
This includes spoken language, structured narratives and substantiated
explanations. Pupils should use existing and emerging technologies where
appropriate.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and processes.
The study of history should be taught through a combination of studies
in overview and depth. In order to give pupils a secure chronological framework,
the choice of content should ensure that all pupils can identify and understand
the major events, changes and developments in British, European and world
history covering at least the medieval, early modern, industrial and twentieth
century periods. Within these broad parameters, all pupils should be taught:
Aspects of British history including:
- the
development of political power from the middle ages to the 20th century,
including changes in the relationship between rulers and ruled over time;
the changing relationship between the Crown and Parliament and the development
of democracy
- the
changing relationships through time of the peoples of England, Ireland,
Scotland and Wales
- the
impact through time of the movement and settlement of diverse peoples
to, from and within the British Isles
- the
way in which the lives, beliefs, ideas and attitudes of people in Britain
have changed over time and the factors - such as technology, economic
development, war, religion, culture - which have driven these changes
- the
development of trade, colonisation, industrialisation, technology and
the British Empire, its impact on different people in Britain and overseas,
and the nature and effects of the slave trade.
The development of political power from the
middle ages to the 20th century, including changes in the relationship
between rulers and ruled over time; the changing relationship between
the Crown and Parliament and the development of democracy
This includes studying power relationships and systems of government in
Britain and how and why they have changed over time. Examples should include
the changing relationship between the Crown and Parliament, the nature
and motives of protest over time, the historical origins and development
of the British Constitution and the development of democracy. This links
with the study in citizenship of key features of democracy and government
in Britain today.
The changing relationships through time of the
peoples of England, Ireland, Scotland and Wales
This includes studying the histories of the different parts of the British
Isles and their impact on each other and developing an understanding of
the historical origins of the United Kingdom. Examples could include both
the separate histories and identities of Wales, Scotland, Ireland and
England and their interrelationship, for example through English colonisation
and/or their economic and political interdependence. This links with the
study in citizenship of recent constitutional changes in the United Kingdom,
including the devolution of power.
The impact through time of the movement and
settlement of diverse peoples to, from and within the British Isles
This includes studying the wide cultural, social and ethnic diversity
of Britain from the middle ages to the 20th century and how this has helped
shape Britain's identity; and developing an understanding of the part
played by internal and external migration in Britain's development including
the experience of key individuals. Examples should help pupils reach an
informed understanding of and respect for their own and each other's identities.
This links with the study in citizenship of reasons for the recent migration
to, from and within the United Kingdom.
The way in which the lives, beliefs, ideas and
attitudes of people in Britain have changed over time and the factors
- such as technology, economic development, war, religion, culture - which
have driven these changes
This includes studying the lives, beliefs, ideas and attitudes of ordinary
people at various points in the past, how these have changed over time
and the factors that have brought about change and continuity in the local
area and the wider world. These changes should be related to periods and
events within a clear chronological framework.
The development of trade, colonisation, industrialisation,
technology and the British Empire, its impact on different people in Britain
and overseas and the nature and effects of the slave trade
This includes studying how the development of trade, colonisation, industrialisation
and technology affected the United Kingdom. There should be a particular
focus on the British Empire and its effect both on Britain and on the
regions it colonised, as well as its legacy in the contemporary world
for example in Africa, the Middle East and India. The study of the slave
trade should include the abolition of slavery and work of reformers such
as Olaudah Equiano and William Wilberforce. Links could be made to emancipation,
segregation and the twentieth century civil rights movement in the USA.
Aspects of European and world history including:
- the
impact of significant political, social, cultural, religious, technological
and/or economic developments and events on past European and world societies
- the
changing nature of conflict between countries and peoples, its lasting
impact on national, ethnic, racial, cultural or religious groups, including
the nature and impact of the two world wars and the Holocaust, and the
role of international institutions in resolving conflicts.
The impact of significant political, social,
cultural, religious, technological and/or economic developments and events
on past European and world societies
This includes studying the impact of significant developments and events
on past European and world societies. For example, the impact of the French
Revolution and Napoleonic era on Europe in the late eighteenth and early
nineteenth centuries and the rise of modern China from 1925 and its impact
on world history. Where appropriate, these could be linked to aspects
of British history, for example, a study of the political and cultural
achievements of the Islamic states from 600 - 1600 could provide a contrasting
overview of the medieval period.
The changing nature of conflict between countries
and peoples and its lasting impact on national, ethnic, racial, cultural
or religious groups, including the nature and impact of the two world
wars and the Holocaust
This includes studying the causes and consequences of various conflicts
including the two world wars and the Holocaust and developing an understanding
of the changing nature of conflict over time and attempts to resolve conflict
including through international institutions such as the UN and the EU.
The selection of conflicts should take into account their significance
in terms of scale, characteristic and unique features and immediate and
longer-term impact including on civilians. This links with the study in
citizenship of the UK's interconnections with the world as a global community.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- explore
the ways in which the past has helped shape identities, shared cultures,
values and attitudes today
- examine
history from a variety of perspectives, including political, religious,
social, cultural, aesthetic, economic, technological and scientific
- investigate
aspects of personal, family or local history and how they relate to a
broader historical context
- appreciate
the role of museums, galleries, archives and historic sites in preserving,
presenting and influencing people's attitudes towards the past
- use
ICT to research information about the past, to process historical data,
and to select, categorise, organise and present their findings
- make links between history and other subjects and areas of the curriculum
including citizenship.
Explore the ways in which the past has helped
shape identities, shared cultures, values and attitudes today
This includes pupils understanding that there is a relationship between
the past and the present and that their own ideas, values and beliefs
stem from a process of continuous change and interaction. Pupils should
appreciate what people within a culture have in common as well as their
diversity and appreciate that cultures are always changing. They should
investigate how a culture changes as a result of contact with other cultures
and how a culture adapts or changes what it adopts from another culture.
Pupils should relate the past to today and investigate its impact and
assess its significance, for example 'Does it matter today who won the
Crusades?'
As a result of studying the ways in which the past has helped to shape
identities, shared cultures, values and attitudes today pupils are prepared
for life in a diverse and multi-ethnic society and in an increasingly
interdependent world. Pupils can identify similarities and differences
between cultures and the process of enrichment and change that occurs
as a result of contact between cultures. Pupils understand that their
own cultural, ethnic and religious backgrounds are recognised and valued
by the wider community. This helps all pupils to be interested in learning
history and to relate their learning to their own lives, understanding
its significance and relevance for them as individuals.
Examine history from a variety of perspectives,
including political, religious, social, cultural, aesthetic, economic,
technological and scientific
This includes exploring past societies through their arts, sciences, technologies,
beliefs and ideas and to see how these have affected and been affected
by historical change. This could form part of various focused studies
or form a distinct unit of its own.
Investigate aspects of personal, family or local
history and how they relate to a broader historical context
As well as providing pupils with opportunities to engage with local sources
and visit local historical sites, investigating personal, family or local
history will help them appreciate the relevance of the past to their own
lives. This could be taught through a focused enquiry into an aspect of
the history of the local area or local community, or links to the local
area could be built into broader enquiries into British or international
history.
Appreciate the role of museums, galleries, archives
and historic sites in preserving, presenting and influencing people's
attitudes towards the past
This includes learning how to use museums, galleries, archives and historic
sites to generate and answer questions about the past. Selecting examples,
teachers should consider relevance to the programme of study and the potential
to engage pupils' interest so they continue visiting and using them in
their lives beyond school.
Use ICT to research information about the past,
to process historical data, and to select, categorise, organise and present
their findings
Pupils should be taught to apply evidential skills when using ICT, for
example when evaluating websites, considering the provenance of materials
and assessing their value for their work. They should be taught how to
use ICT to process historical data and to select, categorise, organise
and present information. Pupils should have opportunities to redraft and
restructure their work as their thinking develops and be encouraged to
reflect on how this process can help improve their descriptions and explanations.
